adjusting Foreign Languages' Syllabuses To The Specific Academic
No Thumbnail Available
Date
2018-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة الوادي - University of Eloued
Abstract
Students with special needs have the same right to learn foreign languages in
schools and universities as ordinary students do. Therefore, based on appropriate
professional support and teaching methods and techniques, students with special
needs will be capable of learning foreign languages. This assumption led to the
adaptation of foreign languages‟ curriculum for the benefit of students with
disabilities who require adaptive teaching within the regular school or university
educational system. The present study aims at offering guidelines for adjusting and
implementing foreign languages‟ syllabuses for students with special needs.
Seeking to achieve the aims of the study, two semi-structured interviews have been
administered to both students and teachers. Six (06) teachers divided equally
between English and French in addition to two (02) blind students have been
chosen. The study was conducted during the academic year 2016/2017 at the
Department of English and French at the University of Hamma Lakhdar in ElOued, Algeria. The findings of the study are expected to assist teachers in adjusting
their teaching and evaluation techniques to the specific learning needs of their
students with disabilities.
Description
مقال
Keywords
adjusting, disabilities, learning needs, students with special needs, foreign languages‟ syllabuses
Citation
Ghedeir Brahim,Mohamed. Nesba, Asma. مجلة الباحث في العلوم الإنسانية والإجتماعية. مج 09ع01. 30/06/2018. جامعة الوادي [أكتب تاريخ الاطلاع] متاح على الرابط[أنسخ رابط التحميل]