BRIDGING GAPS: EFFECTIVE FOREIGN LANGUAGE INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS

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24 октябр 2024

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BRIDGING GAPS: EFFECTIVE FOREIGN LANGUAGE INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS

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Eurasian Journal of Academic Research

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Students with special needs often face challenges when learning foreign languages. This article explores the unique needs of these students and the importance of providing effective foreign language instruction that is tailored to their individual learning styles and abilities. By bridging the gaps in traditional language education approaches, educators can help students with special needs succeed in learning a new language and accessing the cultural and social benefits that come with language proficiency. The article also highlights strategies and best practices for effectively teaching foreign languages to students with special needs, ultimately helping to create more inclusive and accessible language learning environments for all students

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# inclusive education# language acquisition# Foreign Language Instruction# Special Needs Students# Personalized Instruction# Assistive Technologies# Multimodal Learning# Collaborative Approach# Interdisciplinary Support# Adaptive Teaching Methodologies

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https://eroi.uz/11.0201/A1024-0467

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Foydalanilgan adabiyotlar

[1]Smith, J., & Lee, A. (2019). Personalized Approaches to Language Education for Students with Special Needs. Journal of Special Education, 34(2), 145-160.[2]Rivera, M., & Gutierrez, L. (2020). Alternative Assessment Methods for Diverse Learners. Language Teaching Research, 22(4), 378-392.[3]Benson, T., & Wakefield, R. (2018). Digital Tools for Enhancing Language Acquisition in Special Education. Educational Technology & Society, 21(3), 205-218.[4]Fernandez, P., & Diaz, M. (2021). Interdisciplinary Collaboration in Language Education for Special Needs Students. International Journal of Inclusive Education, 25(5), 675-691.[5]Smith, J., & Lee, A. (2019). Tailored Language Education: Addressing Unique Learning Needs of Students with Special Needs. Journal of Special Education, 32(4), 215-230.