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JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
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FOREIGN LANGUAGE TEACHING FOR LEARNERS WITH SPECIAL
EDUCATIONAL NEEDS
Yusupov Asadbek G‘afur o‘g‘li,
3rd year student, Foreign language and
literature (English), faculty of Languages,
Termez state pedagogical institute
Tel: +998915757378
Abstract:
This study explores effective strategies and methodologies for teaching foreign
languages to learners with Special Educational Needs (SEN). Given the diverse cognitive, sensory,
and physical challenges faced by SEN learners, traditional language teaching approaches often
require adaptation to ensure accessibility and engagement. This article reviews current pedagogical
practices, highlights tailored instructional techniques, and presents empirical findings from
classroom interventions. Results demonstrate that multisensory approaches, individualized learning
plans, and assistive technologies significantly enhance language acquisition and learner
motivation. The study underscores the importance of inclusive education frameworks to foster
equitable foreign language learning opportunities.
Keywords:
Special Educational Needs, foreign language teaching, inclusive education,
differentiated instruction, assistive technology, language acquisition.
Introduction
Teaching foreign languages to learners with Special Educational Needs (SEN) poses unique
challenges that require specialized pedagogical approaches. SEN learners encompass individuals
with various disabilities, including learning difficulties, sensory impairments, physical disabilities,
and autism spectrum disorders. These learners often require differentiated instruction tailored to
their individual abilities and learning styles. While foreign language learning benefits cognitive
development and social integration, SEN learners are frequently underserved in language
education due to insufficiently adapted curricula and teaching methods.
The purpose of this study is to examine effective strategies for foreign language instruction
tailored to SEN learners, emphasizing inclusive and adaptive methodologies. Through reviewing
literature and practical classroom implementations, the study aims to identify best practices and
tools that facilitate language acquisition for this diverse learner group.
Methodology
The research employs a mixed-methods approach combining qualitative and quantitative
data. Participants included 40 SEN learners aged 10 to 16 enrolled in a specialized language
program at a mainstream secondary school. The group included learners with dyslexia, hearing
impairments, and mild intellectual disabilities.
Data collection methods comprised classroom observations, teacher interviews, and pre-
and post-intervention language proficiency tests conducted over one academic year. The
intervention involved the integration of multisensory teaching techniques, use of assistive
technologies (such as speech-to-text software and visual aids), and individualized lesson plans
aligned with learners’ specific needs.
Results
ILMIY TADQIQOTLAR VA ULARNING YECHIMLARI JURNALI
JOURNAL OF SCIENTIFIC RESEARCH AND THEIR SOLUTIONS
VOLUME 5, ISSUE 02, IYUN 2025 WORLDLY KNOWLEDGE NASHRIYOTI
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133
The intervention yielded notable improvements in learners’ foreign language skills,
particularly in vocabulary acquisition, pronunciation, and comprehension. Quantitative analysis
showed an average increase of 18% in standardized language test scores post-intervention.
Qualitative feedback from teachers and learners indicated heightened motivation and greater
classroom participation. Assistive technologies were particularly effective in supporting learners
with sensory impairments, while multisensory methods enhanced engagement for those with
learning difficulties.
Discussion
The findings suggest that foreign language teaching for SEN learners benefits substantially
from adaptive pedagogical strategies. Multisensory approaches engage multiple learning channels,
reinforcing memory and comprehension. Assistive technologies bridge gaps caused by sensory or
motor impairments, facilitating communication and practice. Additionally, individualized lesson
plans ensure instruction is paced and structured according to each learner’s capabilities.
Challenges remain in terms of resource availability, teacher training, and curriculum
flexibility. Effective SEN language teaching requires ongoing professional development and
institutional support to create truly inclusive environments. The study recommends increased
collaboration between special educators and language teachers to optimize learning outcomes.
Conclusion
Foreign language teaching for learners with Special Educational Needs demands a flexible,
inclusive approach incorporating multisensory strategies, assistive technology, and personalized
instruction. These adaptations not only improve language proficiency but also boost learner
confidence and participation. Expanding access to adapted foreign language education promotes
social inclusion and equal opportunities for SEN learners. Future research should focus on
longitudinal studies and the development of specialized materials tailored to diverse SEN profiles.
References
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