A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Abstract

Abstract-Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish. Index Terms-multi-sensory, foreign language instruction, learning disabilities, working memory, Spanish vocabulary I. CHARACTERISTICS OF LEARNING DISABILITIES AND FOREIGN LANGUAGE CHALLENGESIndividuals identified as having learning disabilities (LD) often experience difficulties related to language, resulting from central nervous system (CNS) dysfunction. This atypical operation of the CNS makes it especially challenging for students with LD to succeed with reading, math, and the oral or written expression of language. In addition to the obstacles which exist for established content areas, students with LD often experience added difficulty in learning a non-English language. The following paper will discuss the difficulties faced by students with LD, and the current state of research on how such difficulties may derive from CNS dysfunction. Additionally, the relationship between common challenges of LD students and successful learning with multi-sensory instruction will be considered. Finally, practical examples of accommodations, resources, and learning strategies for multi-sensory Spanish instruction will be offered.

Adaptaciones Metodológicas en el Aula de Lengua Extranjera para el Alumnado con Discapacidad Intelectual Leve: Estudio de Caso

“…Sin embargo, los numerosos beneficios que conlleva el aprendizaje de una LE desde el punto de vista cognitivo, metacognitivo, lingüístico y sociocultural han sido puestos de manifiesto por diversos estudiosos a lo largo de distintos programas de intervención en los que participaron niños y adolescentes que presentaban distintas dificultades de aprendizaje relacionadas con el lenguaje y cognición (Bruck, 1978;Bacon, 1998;Hurst, 1996;Sparks et al 1996). Asimismo, algunos autores han demostrado que el alumnado, independientemente del tipo de dificultad que presente, si cuenta con el apoyo pedagógico adecuado, puede alcanzar resultados similares a los de sus compañeros (Kleinert et al, 2007;Tolbert et al, 2015).…”

“…Enseñanza multi-sensorial (Sparks y Miller, 1998;Amend et al, 2009;Tolbert et al, 2015): la combinación de canales auditivos, visuales y kinestésicos facilita el aprendizaje de la LE. Cuanto más elaborada y sustentada esté la información de entrada a través de los distintos canales, más sencillo será el retener dicha información.…”

“…• Aprendizaje cooperativo (Sapon-Shevin, 1999;Comisión Europea, 2005): este tipo de aprendizaje favorece la inclusión y motivación del alumnado con discapacidad intelectual leve a través del trabajo y retroalimentación entre iguales, lo que implementado de manera adecuada contribuye tanto a su aprendizaje como autoestima. • Uso de las Tecnologías de la Información y de la Comunicación (McColl, 2000;Meiring y Norman, 2005;Tolbert et al, 2015): las TIC ofrecen, además de nuevos canales de interacción y mejoras en el seguimiento y feedback, mayores posibilidades de adaptar el material didáctico según niveles de dificultad. • Evaluación frecuente y uso de distintos tipo de (auto)evaluación (Difino y Lombardino, 2004): los distintos tipos de evaluación existentes manifiestan la flexibilidad y diversidad de herramientas disponibles para la evaluación de los distintos ritmos y estilos de aprendizaje.…”

Coping with Challenges in Teaching Foreign Languages to Children with Mild Intellectual Disabilities: Stakeholders’ Perspectives

“…Several studies have documented the complexities experienced by students with linguistic and cognitive needs in acquiring a foreign language (FL) [8][9][10]. A significant and recurrent obstacle that stands in the way is the diversity of learning profiles inherent among these students [11]. Nevertheless, the numerous benefits in the linguistic domain [12][13][14][15][16][17]; cognitive and metacognitive domains [18][19][20][21]; sociocultural domain [22][23][24]; and socioemotional dimension [25][26][27] have been reported in the literature.…”

Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

“…The concern that students identified with specific learning disabilities (SLDs) experience heightened anxiety or difficulty in learning foreign languages has been documented (Barr, 1993;Dal, 2008). Although prior research efforts have centered on multisensory instruction and strategies for learning new languages (Sparks et al, 1998;Tolbert et al, 2015), it is also vital not to overlook the role of assessment in promoting success for students with SLDs. Part of the urgency for attention to foreign language instruction and assessment for students with SLDs is that many such students are expected to complete the requirements for a high school diploma; numerous states and districts in the United States now require students to complete foreign language courses as part of that process (Education Commission of the States, 2017).…”