Addressing Pupils with Specific Learning Disabilities in the Curriculum: An Exploratory Study into the Inclusive Practice in Mainstream Schools with Special Reference to Dyslexic Learners in Content Language Integrated Learning (CLIL) Context

Abstract

This study aims to explore the language learning experiences of students with language-based learning disabilities (LBLD) in the mainstream English version schools of Bangladesh. In higher-level studies, the ability of reading, writing, and speaking is highly valued because information is typically gained by reading; evidence of knowledge acquisition is provided in writing whereas social communication is largely dependent on speaking. Therefore, if students have difficulties with these essential academic skills, studying and lifelong learning can be hard and time-consuming. A number of studies have investigated the problems of learners with LBLDs in academic situations (e.g. Schneider & Crombie, 2003; Sparks & Ganschow, 1991), and there is a substantial amount of literature describing special teaching methods facilitating language learning for these learners (e.g. Nijakowska, 2010; Schneider & Crombie, 2003). But the majority of existing research fails to capture the students’ voice and their experiences. Besides, in Bangladesh, very few studies have been done on the language learning problems of learners with LBLD. Furthermore, we still know relatively little about the language learning experience of dyslexic learners studying in Bangladeshi mainstream schools following content language integrated learning (CLIL) principles. The term CLIL is used here to refer to teaching contexts in which a foreign language (in these cases, English) is the medium for the teaching and learning of non-language subjects. The present study tries to gain an insight into three relevant aspects of this experience. It examines the participants’ experiences concerning the attitude of the school and language teachers towards their learning disability; it investigates how these experiences shape the students’ feelings about language lessons and their attitude towards language learning and it also explores the implementation of inclusion in mainstream schools for learners with LBLDs. Inclusion encourages the schools to review their structures, approaches to teaching, student grouping and promote schools to meet the diverse needs of all students. The research study used an exploratory mixed methodology and the participants included learners from secondary schools, teachers and parents as their primary caregivers. Purposive sampling was used to identify participants. The sample consisted of students that were studying in thirty schools of 4 major cities in Bangladesh. For the study, both qualitative and quantitative data were collected and as research tools, questionnaires for survey and interactive interviews were used. Data collected from the questionnaire were analyzed using descriptive statistics whereas data gathered from interviews were analyzed through the use of thematic analysis. Interviews were recorded, transcribed, and thematically analyzed. Themes emerged that were central to the students’ experiences as the students of English version mainstream schools wereunder the themes like a) language learning experience especially the challenges (regarding 4 skills) of students with LBLD at CLIL mainstream schools and the emotional responses to these difficulties; b) difficulties in attending lectures; c) labeling as having LBLD; d) self-assessment through observation and comparing themselves to others; e) victim of violence, bullying, and abuse; f) remedial/intervention classes; g) examination anxiety; g) school authority and teachers’ behavior both to them and to the parents. The findings revealed that the participants experienced a range of difficulties in their learning process. The most common areas of the English language which they found challenging were fluent reading and comprehension, spelling and comprehensive writing and fluent speaking. These difficulties are frequently accompanied by emotional factors, such as low self-esteem, lack of motivation or high level of exam anxiety, etc. Data also showed that the emotional responses did not relate directly to the difficulties in learning, but were the reaction to the way the teachers addressed these difficulties through their pedagogical decisions. However, the central theme that emerged from the students’ perceptions of their English teachers was the lack of understanding which consequently was reflected in the important pedagogical decisions and attitude of the teachers. The study recommends the needs of early diagnosis of LBLD and appropriate intervention reflecting the learners’ problem areas; careful attention for improving mother tongue; specialized training for teachers to get their full participation when assisting learners with special needs. As this study explores the experiences of students with language-based learning disabilities and their self-awareness as learners, it provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights into both secondary and post-secondary institutions and parents or families of students with disabilities as well as the students themselves.