The aim of the work was to explore and trace the pedagogical intervention to the learners with specific learning difficulties in the class of foreign language. It seems that care of the pupils and students with SLD can be effective only if it is realized complexly and continually. 77
Dictionaries 82 Idonline [online]. c2002. last rev. 2006-10-21. Multisensory Structured Language Programs: Content and Principles of Instruction. Available from www.ldonline.org/article/6332 83
Step into phonics. c 2003. [cit. 2007-03-15] The Orton Gillingham Approach. Available from www.stepintophonics.com/orton_gillingham.htm 83
The British Dyslexia Association [online]. C 1998. [cit. 2007-03-18]. Modern Foreign Languages and Dyslexia.Available from http://www.bdadyslexia.org.uk/mfl.html 83
Appendix List 84
„It is better to light a little candle than keep cursing the dark.“
(uknown author) I have chosen the topic of specific learning difficulties because I consider it as a topical and interesting issue. During my teaching practice I taught the mixed-ability classes including children with specific learning difficulties for several times and I found it rather challenging task. According to the surveys, the amount of the pupils with specific learning difficulties increases therefore it is very probable that the amount of mixed-ability classes will grow as well. The ability to communicate in a foreign language is one of the skills which determinates the individual’s future career and significantly affects his/her life. That’s why I think that provision of the modern and effective methods for teaching language to the students with specific learning difficulties should belong to a teacher’s professional competence.
In the theoretical part of my work I cover the theoretical background of the problem. In the first section I give the medical overview including the classification, etiology and the symptoms of SLD. Then the system of remedial care in the Czech Republic is described. In the following chapter I focus on the psychological features of the children with SLD. I discuss the specific cognitive and emotional manifestations and their effect on the relationships of the child with his parents, classmates and teachers. The following chapter is focused on the special methods and approaches applied in teaching a language. The last chapter focuses on the Multisensory Approach and its use in teaching upper primary learners with SLD.
The practical part covers an action research which analyzes use of several multisensory teaching aids in the class of upper primary learners with SLD and summarizes the findings of the research.
During the work on the thesis I use both Czech and foreign resources, the citations of the Czech authors are translated by me.