Theoretical review of the inclusive approach of the learning difficulties in the ESL classroom in Bosnia and Herzegovina

Velić Bešić, Elma (2016) Theoretical review of the inclusive approach of the learning difficulties in the ESL classroom in Bosnia and Herzegovina. Journal of Foreign Language Teaching and Applied Linguistics, 3 (1). pp. 1-10. ISSN 2303-5528

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Abstract

Learning difficulties (LDs) refer to a range of complex and often misunderstood neurological-based processing challenges. In most cases, these processing cause challenges to the acquisition of basic skills such as reading, writing and math. Different teaching methods may need to be applied to compensate for the specific aspects of learning that children find challenging to a process of learning. In most ESL classrooms, there are no qualified special needs teachers or teachers who are trained to work with students with learning difficulties. Even if there are, only a few teachers are trained on how to deal with learning disabilities in an ESL classroom and there is very little information on the subject. This paper will introduce the research concerning the difficulties and the education in the inclusive system among the teachers in Bosnia and Herzegovina. Keywords: inclusion, specific learning difficulties, dyslexia, ADHD, special education, teacher training

Item Type: Article
Subjects: P Language and Literature > PE English
Divisions: J-FLTAL
Depositing User: Mr. Eldin Milak
Date Deposited: 20 Jun 2016 08:06
Last Modified: 14 Dec 2016 02:31
URI: http://eprints.ibu.edu.ba/id/eprint/3259

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