Universität Wien

126231 FK Specific Issues in EFL Teaching / Materials Evaluation and Development (2015W)

Inclusion and special needs in EFL

4.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 16.10. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 23.10. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 30.10. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 06.11. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 13.11. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 20.11. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 27.11. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 04.12. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 11.12. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 18.12. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 08.01. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 15.01. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 22.01. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 29.01. 08:00 - 10:00 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13

Information

Aims, contents and method of the course

1. Finding a definition: special needs in an educational context; introduction to terminology, dates and figures for Austria and EU in reference to the curriculum; implementation of the curriculum; evaluation of worksheets and didactical material; Prevalence of young children with special needs (infants/toddlers, preschool/primary education, lower and secondary education/young adults); Importance of early intervention

2. Dyslexia: SLA, principles and practice, reading and writing disabilities in the ESL classroom; support and individualisation in the every day classroom, assessment and error correction; cross-linguistic transfer; where to find material and how to use it in an ESL classroom, a critical analysis of multi-sensory material: support or burden?, role of realia and TPRS, focus on four skills, dealing with grammar and vocabulary

3. SED Severe emotional disorders: different types of behaviour disorders, but a focus on ADHD and its therapy, places to help children with ADHD in Vienna/Austria; error correction and assessment; methods to use in class, developing goals and strategies for the ESL classroom, time management skills for ADHD children, music and art therapy

4. Speech disorders: learning processes, which learning stimulus is the most effective (auditive, visual, haptic, tactile, multimodal)? Short summary on cerebral paresis, material and methods of inclusion for children with speech disorders.

5. School observation: students get to observe ESL classes and interview the teachers; What kind of children of special needs can be found in these classes? How are these children supported and how does their learning material differ from the rest of the class? How does this form of integration go hand in hand with Little/de Cilla’s ideas of the LEPP (language education policy profiling). A critical view and an historic eye. Material for upper secondary school.

6. 11 Assignments: including micro teaching sessions, portfolio, written critical analysis of inclusion in the Austrian schoolroom including a historical change over the past fifty years, preparing ESL material according to a child’s special needs, special needs’ support for all age groups, etc.

7. Presentations and Portfolio

Assessment and permitted materials

1. Portfolio 5000-6000 words including reflective discussion, lesson plans, material, bibliography, summary of theory (30 %)

2. PPT Presentations: theory, usability, reflexion on class observations (30 %)

3. Assignments 01 - 11 (40 %)
60 % and above is needed for a positive mark

Note: all students must upload the files on a moodle platform on time; all the presented material and list of references will be available on the moodle platform

Minimum requirements and assessment criteria

By categorising children with special needs teachers often ignore the fact that maybe these children do not want to be categorised e.g. by their SED (Severe emotional disorder) or dyslexia. Thus teachers are in great demand of learning how to deal with special needs’ children, how to integrate them without emphasising their special needs and what kind of material to use or adapt. Furthermore teachers need to get themselves informed how teaching of special needs’ children is implemented in the Austrian curriculum and what kind of marking system can be applied. This also includes what kind of task design, task complexity or task range can or should be accomplished by children of special needs.

Teachers of an esl classroom must learn how to integrate and cope with these children but also how to correct their mistakes or how to assist their needs in a multilingual classroom. Giving the correct feedback is of outmost importance according to motivation and integration. Becoming aware of behaviour disorders (ADHD), speech disorders (dyslexia), sensory disorders, anxiety and even autistic children will lead to a new focus on how diverse the classroom can really be. However, the focus will be on dyslexia and ADHD.

Furthermore students will get the chance to do class observations in lower education and interview the teachers. By the end of this course students will also look into the past five decades of teaching in special needs classes and learn to also have a more critical eye on that subject.

Students will learn …

… what kind of special needs may occur in an ESL classroom

… how this topic is represented in the Austrian Curriculum

… how to diverse inclusion can really be by class observation

… to look into this matter with a critical eye

… how to become aware of special needs’ children and students in an ESL classroom

… how to deal with children/students of special needs

… how to correct and assess these children/students

… how to integrate colleagues and parents

… how to alter teaching material especially for these children/students

Examination topics

Lively discussions and active participation throughout the seminar is required.
Participants need to work individually as well as in pairs or groups. Furthermore, they need to reflect on literature and their own class observations.

Reading list

A list of material and videos will be provided on the Moodle platform.

Note: for a good lesson preparation please select the necessary texts way ahead of time and get yourself informed thoroughly!

Association in the course directory

Studium: UF 344; BEd 046
Code/Modul: UF 4.2.1-623; BEd 07.1
Lehrinhalt: 12-4671

Last modified: Mo 07.09.2020 15:33