English for children with dyslexia or autism

English for children with dyslexia or autism

In Pionirski dom, we also offer an English language programme for children with dyslexia or autism.

English for children with dyslexia

Dyslexia most often manifests itself in those beginning to read with phonological and phonemic awareness problems. Both younger and older readers are characterised by problems in the field of reading automation and reading comprehension. They have problems with following spelling rules and reading speed.  There are problems with orthographic coding, sequences, working memory, speed of writing and written expression. Along with the problems of visual spatial perception and processing of symbols, problems in the field of temporal and spatial orientation are also characteristic. When dyslexia is identified and defined in an individual child, specific problems are also identified (changing the letters b and d, a and o, etc.), which are then simply tolerated during tests and evaluations.

In regular primary school programmes, English is taught face-to-face. It is based on auditory and visual awareness and less on experiential learning. Most children with specific learning disabilities (SpLD) refuse to read and write as a result, as they require an incredible amount of focus and energy. Due to their low self-esteem and non-acceptance within a larger group, they do not want to get involved in work and participate in language activities.

Most children with dyslexia have an extremely well-developed visual field. When teaching English, more emphasis should be placed on the so-called sight words and learning whole words and not elaborate sounds. In learning writing and transcription, similar letters should be coloured differently, and similar words should be presented as different visual units, using different fonts. Above all, it is crucial that children with dyslexia are included in smaller groups, where the types of tasks are repeated and they have more time available. The English programme for children with dyslexia or autism takes place in a safe and stimulating environment.

Didactic approach and materials

Frontal approach, in small groups of up to 8 children. Use of coloured paper, lots of visual didactic aids. Use of larger font, special fonts. The materials used in the lessons are selected and adapted to each student’s needs. We also ensure a high-quality and pleasant lesson by discussing the specifics, wishes and learning needs of the child with the parents before enrolment. For a more individualised course, we also offer individual lessons, where the material and the speed of acquiring the material are completely adapted to the individual.

English for children with autism

The vast majority of high-functioning children with autism (i.e., without an intellectual disability) use English as their primary language. The first choice is due to greater elaboration and, according to them, the meaningfulness of the language. Since English is also the primary language of technology, most of them function more easily in English than in Slovenian. What children with autistic disorder lack, above all, is socialisation and increasing life experiences. English is their strong point, but there is not much of it in primary school, and all other subjects are in Slovenian. This means that they need additional opportunities to strengthen their strong point. Most children with autism have a harder time understanding emotions and the nature of relationships between people, as they are more logically savvy, so they often wonder what they get from knowing English. Here, preparing for the Cambridge exams is extremely good motivation.

Most of them are very good at spoken English, but they don’t like copying or writing from the board, because they want to be original. The English programme for children with dyslexia or autism is designed to encourage creativity and develop students’ critical thinking, which is more natural for them. Parents of children with autism spectrum disorder often experience distress regarding extracurricular activities, as they simply do not dare to let their children into an uncontrolled environment. When a child with autism experiences distress, it quickly turns into anger, anxiety, screaming, or any form of behavioural outburst. Since children with autism are extremely self-centred, “non-traditional” lessons in a small group would be an ideal opportunity to strengthen social skills.

Didactic approach

A clear structure of the hour, possibly also an elaborate picture schedule. Emphasis on language use, communication, socialisation and emotional literacy. Emphasis is also placed on the inclusion of children in the lesson (Lesson of choice, etc.) with the aim of developing interests and mutual cooperation.”