Project Number: 2022-1-LV01- KA220-SCH-000087585
- 01Rigas Raina vidusskola (E10040146-Latvia)
- 02Avrupa Yenilikçi Toplum Derneği (E10258369-Turkey)
- 03Global Education Center B.V.i (E10191817-Netherlands)
- 04drzavno uciliste za deca i mladi so osteten vid ,,Dimitar Vlahov,,d (E10150387-The Republic of North Macedonia)
- 05DIEFTHINSI PROTOBATMIAS EKPAIDEFSIS FTIOTIDAS (E10105775-Greece)
- 06 UNIVERSITY OF CYPRUS (E10208585-Cyprus)
Starting from the very beginning, it must be understood that children with SEN have unique educational requirements. In a hostile environment where they are mocked, where they have to work hard to learn something, and where teachers aren't properly trained to handle these situations and provide the best educational support possible, children with SEN have a difficult time fitting in. Instead of feeling comfortable working with these students, teachers are apprehensive due to the mounting academic demands. They believe that regular students are deprived of quality education because they cannot complete the curriculum. In their opinion, it takes too long to explain something to children with special needs. Regular students and their parents agree that too much time is spent on these children and they still don't know anything at the end. Teachers of English face the most common challenges in the classroom, including difficulties in oral communication, reading, and writing. It's because of this that they lack the skills and knowledge necessary to teach English to children with special educational needs, including those whose first language isn't English. Teachers may benefit from a lecture on teaching children with special needs during their academic training. After conducting research with English teachers for SEN students, we discovered that 75% of them believe that the methodology used to teach English should be adjusted for students with special needs and that 84% believe that the teaching materials should be engaging and attractive while also being appropriate for the students and that 95% believe that teachers should plan additional working time with the students and that 100% believe that the curriculum should be adjusted accordingly.
- 01Development of gamification software and tools for English lessons;
- 02The creation of a gamification platform and a mobile application to digitalize the gamification tools;
- 03For students with disabilities (visual impairments, hearing impairments, intellectual disabilities, and dyslexia), teachers are encouraged to use and share effective methods for teaching English to those with fewer opportunities.