Особливості навчання іноземної мови здобувачів вищої освіти з особливими освітніми потребами

Abstract

escribes the particular challenges caused by hearing and visual impairments in the process of learning a foreign language. It is noted that, during foreign language classes with students with SEN, the primary focus is on developing thinking, memory, speech, and activating cognitive activity. By utilizing information and communication technologies, students with SEN engage in learning a foreign language with enthusiasm and motivation. The use of interactive programs, watching videos, and listening to audio recordings helps students memorize the material provided by the teacher more quickly and easily. This fosters a sense of achievement, reinforcing that their efforts are worthwhile. Teaching a foreign language to a child with SEN is a complex and lengthy process. It is highlighted that individuals with disabilities may face specific difficulties in learning a foreign language, such as challenges in mastering new lexical units, grammatical and syntactic structures, and listening comprehension (phonemic difficulties may hinder the differentiation of similar sounds). However, teaching foreign languages to students with health impairments is particularly relevant today, as the goal is not only to provide students with a vast amount of knowledge but also to ensure their general cultural, personal, and cognitive development, equipping them with the critical skill of learning how to learn. It is emphasized that the presence of even a single student with SEN in a group requires special attention from the teacher, necessitating various adjustments to the educational process and the application of appropriate approaches. It is also noted that teaching foreign languages to students with SEN should focus on developing speech behavior skills in situations that reflect communicative activities, using interactive technologies and ICT.