Any form of pedagogical communication should have clearly defined goals:
– Educational should solve the problem of working out the program material.
– Educational should solve the problem of working out a model of behavior.
– Correction-developing – should clearly orient the teacher to the development of the abilities and capabilities of all children and to correct existing shortcomings with special pedagogical and psychological techniques. [4]
Teachers should create an appropriate lesson plan for them. Lesson Plan
should be planned based on some criteria:
a) the methodology used in teaching English should be made
suitable for students with learning disabilities
b) educational material should be catchy and attractive, but also corresponding
c) the teacher should plan extra working time with the child
d) the curriculum must be adapted for students with learning disabilities (namely, eliminate the need to cover the entire curriculum and attention should be directed to the development of several skills)
e) the teacher, together with a specialist in inclusive education, must create an individual study plan for students with learning disabilities. The lesson should be very interactive, emphasis should be placed on sing, play, dance, draw.
The movements are useful for students with learning disabilities as they are difficult to stay focused or sit down. The atmosphere should also be pleasant for students as students feel uncomfortable working under pressure, in stressful situations or in a boring activity.
Abstract concepts, rules, grammar rules should be avoided they cause tension. Better to avoid fixing bugs too often because it can demotivate students. Foreign language is studied directly exposure, so students with learning disabilities should be made aware of English through listening and reading. Students have different learning styles, even healthy ones. For this reason, teachers are advised familiar with the learning style of a child with a learning disability. [5]
Conclusion
In the course of the study, the following tasks were solved:
The concept of «student with disabilities» has been studied.
The specifics of teaching English in middle and high school are considered.
The methods of teaching English to children with disabilities in middle and high school have been identified.