Language Instruction For Students With Disabilities
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Language Instruction for Students with Disabilities
With coverage of language development and linguistic diversity, this work details the nature of reading and its assessment, handwriting, spelling, compositional skills, and instructional considerations for students with disabilities. It helps students with disabilities learn to communicate effectively.
Language, Learning, and Disability in the Education of Young Bilingual Children
Author: Dina C. Castro
language: en
Publisher: Multilingual Matters
Release Date: 2021-04-27
Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.
The Impact of Multisensory Foreign Language Instruction on Self-efficacy in Students with Developmental Dyslexia
Author: Bogusława Gosiewska-Turek
language: en
Publisher: Springer Nature
Release Date: 2025-07-02
This book investigates the effect of multisensory instruction on self-efficacy among students with developmental dyslexia learning English as a foreign language. The first three chapters of the book delve into theoretical aspects of developmental dyslexia, multisensory instruction, and self-efficacy, providing an overview of existing research in this domain. The second part of the book reports empirical findings obtained from a case study supplemented by quantitative analysis. These findings highlight the advantages of employing multisensory instructional techniques for teaching foreign languages to students with dyslexia. Notably, the application of multisensory instruction not only enhances dyslexic students’ foreign language competencies but also positively impacts their self-efficacy. The study underscores the importance of language instruction tailored to the special educational needs of students with dyslexia as well as its potential to foster self-efficacy, an essential factor for success in foreign language learning.