ADAPTING FOREIGN LANGUAGE PEDAGOGY TO MEET THE NEEDS OF STUDENTS WITH LEARNING DISABILITIES

Abstract

This article explores the difficulties and problems that students with learning disabilities face in the learning process and investigates opportunities of employing foreign language pedagogy to meet the diverse needs of disabled students. In this article, the unique barriers these students face, such as difficulties with auditory processing, memory, or executive functioning are acknowledged, highlighting the need for inclusive and equitable language learning environments. This research emphasizes the significance of Universal Design for Learning (UDL) principles and employing differentiated instruction to cater to individual learning styles and needs. This article explores various strategies for integrating foreign language instruction techniques, including multimodal approaches, technology integration, collaborative learning, and modifications for teaching materials and assessments. In this article, we include information about hoe educators can adapt their teaching strategies to address specific learning disabilities such as dyslexia, ADHD, and autism spectrum disorder. This study advocates for a shift towards more inclusive approach to foreign language teaching, where educators are equipped with the knowledge and skills to effectively support students with learning disabilities. This research emphasizes the importance of ongoing research and collaboration between educators and specialists to ensure equitable access to quality foreign language education for all learners regardless of their learning background.