Understanding Individual Needs
One-to-one language lessons with a native language teacher are particularly efficient for children and students with special needs: teaching one-to-one, the teacher can indeed adapt his lessons to his unique student. This is usually not possible if you attend a group course.
The effectiveness of these lessons largely depends on the requirements of each student, which vary based on their age, level of condition, and degree of independence.
Each student is unique: two students with the same disability may even have different needs. Each teacher is also unique: some may have very specific qualifications and experiences and be able to accommodate the student's unique special needs.
The first step when you inquire about a language course abroad is to inform your advisor about your special needs. Be very specific to ensure that your advisor can perfectly understand your needs and find the best study abroad program for you.
Inquire early: the more time your advisor can have to select the best option for you, the more suitable will be your learning conditions! By tailoring the learning experience to each student, we can indeed ensure that they receive the most suitable educational support for their language learning process.
Detailed Information is Key
To provide the best possible learning environment, we require detailed information about the student's condition and needs. This allows us to:
- determine whether a teacher with specific experience or qualifications is necessary,
- make sure that housing conditions are suitable,
- or if the student will need supervision when going out due to mobility or attention issues for example.
For instance, Tara, a student who is both blind and uses hearing aids, booked a 2-week Italian course with a private Italian teacher. When talking with her, her advisor determined that she did not require a teacher with special qualifications or facilities. She only needed assistance navigating the area during her first week and a well-lit home. Those requirements were shared with the local team so that a suitable home and teacher could be identified.
This highlights the importance of gathering comprehensive details to adapt our approach accordingly. We therefore suggest that you specify your learning difficulties or disabilities and share with us all the useful information that needs to be taken into account.
Tailoring Lessons for Learning Difficulties
Dyslexia, Dysgraphia, ADHD
For students with dyslexia, dysgraphia, or ADHD, the primary requirement is often an adaptation to their learning pace and attention span. Teachers might need to schedule more breaks or prepare lesson material that are specifically designed to cater to these needs. In more severe cases, an experienced and qualified teacher may be necessary. Flexibility regarding the area where the program will be organized is also advisable, as finding a suitably qualified teacher might be challenging.
For students with ADHD, who are often energetic or hyperactive, incorporating many hours of activities or sports into their schedule can be beneficial. It is also important to inform us if the student takes medication so the family can be made aware and provide assistance if necessary.
Dyspraxia
Students with dyspraxia can range from being completely independent to requiring significant assistance with daily tasks. Depending on the severity and the student's age, we may need to find a teacher who can supervise and assist the student outside of lesson times.
Tailoring Lessons for Disability
Accommodating Reduced Mobility
For students with reduced mobility, detailed information allows us to choose the most appropriate family and area. This might include selecting a home without stairs, with safety bars in the bathrooms, and a neighborhood with suitable infrastructure and services.
Accommodating Blindness
For students who are blind, language lessons should be tailored to use auditory and tactile methods. Teachers may utilize Braille materials, audio recordings, and verbal instructions to facilitate learning.
Accommodating Deafness
For students who are deaf or hard of hearing, visual and tactile teaching methods are essential. Teachers may employ sign language, written materials, and visual aids to support language acquisition.
In these cases, a teacher who is experienced with the disability, fluent in sign language, familiar with Braille resources or has experience with deaf students can be invaluable.
The Importance of flexibility and communication
Flexibility in terms of destination and clear communication about the student's needs are essential. If we are unaware of a condition, there is a risk that the student might be placed with a family or teacher who is unprepared for their needs. In some cases, the allocated teacher specializes in the specific area of the student's condition, while in others, the family might have related experience, such as a home already adapted for someone with reduced mobility.
Our one-to-one language programs are designed to be individual and tailor-made, making them highly adaptable to students with various special needs. We carefully examine each student's profile to ensure we can propose a suitable family and teacher. Providing as much information as possible about the student's condition is crucial in finding the right match.
Another option may be to attend a language course in a language school able to welcome students with disabilities or learning difficulties. It is for example the case of Nacel English School London, whose building is wheelchair accessible and which can also accommodate students with learning difficulties.
By gathering detailed information and being flexible, we can create a supportive environment tailored to each student's unique requirements. This approach not only enhances the learning process but also ensures the student's overall well-being during their language learning journey.