Diese Hausarbeit wurde für ein Begleitseminar für ein Auslandspraktikum in Wales zum Thema Inklusion im Fremdsprachenunterricht verfasst. Dabei wurden ADHS und Legasthenie als Schwerpunkt ausgewählt. Ein anderer Schwerpunkt lag auf die Aussichten von einem inklusiven Klassenraum im Englischunterricht in Deutschland.
This term paper aims to examine the future prospects for inclusive English classes in Germany. The paper will begin with the introduction of two different kinds of learning disabilities: ADHD and Dyslexia. (The paper will only contain these two additional needs because special needs are a very broad topic.) This part will also aim to introduce methods and approaches of how to deal with these learning needs in foreign language classrooms. The main part will contain a comparison between those methods and approaches and the experiences I made in the Welsh lessons during my stay abroad. The accentuation will be on the linking of the concepts with the experiences. The paper will also contain a conclusion where the future prospects of inclusive classrooms in Germany will be discussed and all results will be concluded.
Table of Contents
1. Introduction: Motivation
2. Inclusive Classrooms
2.1 ADHD and Dyslexia
2.2 ADHD and Dyslexia in the Classroom in General and in the Foreign Language Classroom
2.3 Practical Experiences in Comparison
3. Inclusive English Classes: Perspectives in Germany
4. Bibliography
Objectives and Core Topics
This term paper examines the future prospects for implementing inclusive English language teaching in German schools. It evaluates how pedagogical methods for students with ADHD and dyslexia can be successfully integrated into the regular classroom by drawing comparisons to established inclusive practices in the Welsh education system.
- Legal and political foundations of inclusion (UN Convention on the Rights of Persons with Disabilities)
- Specific learning needs: ADHD and dyslexia in the foreign language classroom
- Pedagogical strategies: Multi-sensory learning, self-regulation, and differentiated instruction
- Comparative analysis of practical inclusive experiences in Wales versus Germany
- Challenges and requirements for the future of inclusive English lessons in Germany
Excerpt from the Book
2.3 Practical Experiences in Comparison
During my stay abroad where I had the chance to do an internship at a primary school in Wales, I was given the opportunity to gain experience in the special needs field and to observe different methods for special needs students and also to learn about different methods which can be used in an inclusive classroom in general.
As it was said before Germany is in comparison to other European countries like the UK staying behind with special needs and inclusivity. After doing an internship in a country in the UK, namely Wales, I can definitely agree with this statement. Wales is one of the countries in the UK which is advanced in the field of inclusion of special needs.
The first thing which was noticeable was the class itself. Classes were big enough and equipped with technological items like laptops, tablets and a smart-board. Despite of the rooms and technological materials they also had many different kinds of learning materials [Books, different kinds of tasks in- and outside (also physically active ones), materials for support etc]. Another noticeable thing was that teachers didn’t seem to be overstrained or to feel insecure at all. It seemed like inclusion was part of their education as teachers already. They were as in Eisenmann (298) able to differentiate between special education, gifted educating, multi-age classrooms and multiple intelligences. During lessons students were working on the same main topic in the plenary but on different levels with different kinds of materials in the phases of individual work (cf. with Springob 46). Every student was challenged with his/her individual learning aim.
Summary of Chapters
1. Introduction: Motivation: This chapter introduces the UN Convention on the rights of persons with disabilities and identifies Germany's current standing regarding inclusive education in comparison to other European nations.
2. Inclusive Classrooms: This section defines the theoretical concept of inclusion and provides a detailed exploration of ADHD and dyslexia, including practical teaching methods like concentration training and multi-sensory learning, alongside a practical report from a Welsh primary school.
3. Inclusive English Classes: Perspectives in Germany: This chapter synthesizes the findings to discuss the future prospects, prerequisites, and existing barriers for implementing inclusive English lessons within the German school system.
4. Bibliography: This section lists all academic literature and internet resources consulted for the research.
Keywords
Inclusion, Special Needs, Foreign Language Teaching, English, ADHD, Dyslexia, Multi-sensory Learning, Germany, Wales, Differentiation, Inclusive Classroom, Education Policy, Learning Disabilities, Pedagogical Strategies, Teacher Training.
Frequently Asked Questions
What is the core focus of this term paper?
The paper explores the current state and future prospects of inclusive English language teaching in Germany, specifically focusing on how to support students with ADHD and dyslexia effectively.
Which specific learning needs are addressed in the text?
The analysis focuses on ADHD (Attention Deficit Hyperactivity Disorder) and dyslexia, as these are significant challenges within the context of inclusive education.
What is the primary objective of this research?
The main objective is to identify and compare effective pedagogical methods for inclusive foreign language instruction and to apply lessons learned from the Welsh education system to the German context.
Which scientific methodology does the author apply?
The author utilizes a literature-based theoretical framework combined with a qualitative analysis based on personal practical observations and experiences gained during an internship in a Welsh primary school.
What topics are covered in the main section of the paper?
The main part covers the theoretical definition of inclusive classrooms, specific teaching strategies for ADHD and dyslexic students, and a comparative study of classroom practices in Wales versus Germany.
Which key terms best describe the work?
Key terms include inclusion, special needs, foreign language teaching, multi-sensory learning, and differentiated instruction.
How does the author view the situation in Germany compared to the UK?
The author argues that Germany is currently "lagging behind" in the implementation of inclusive principles, whereas Wales serves as an example of a more advanced and integrated system.
What role does technology play in the observed inclusive classrooms?
Technological equipment such as laptops, tablets, and smart-boards, combined with diverse learning materials, are highlighted as essential components for supporting students with diverse learning needs.
How should teachers handle student failure in an inclusive setting?
According to the text, failure should be framed as an integral, positive part of the learning process, and feedback should be constructive, encouraging, and specific to the work rather than the individual.
- Quote paper
- Özlem Arslan (Author), 2017, Inclusion of Special Needs Children in Foreign Language Learning Lessons, Munich, GRIN Verlag, https://www.grin.com/document/388278
