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Teaching Foreign Languages to Students with Learning Difficulties

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  1. Module 1. About Learning Difficulties
    1 Topic
    1 Quiz
  2. Module 2. Learning Outcomes in FLT
    7 Topics
    1 Quiz
  3. Module 3. Key Principles Described
    5 Topics
    1 Quiz
  4. Module 4. Lessons Methodology
    9 Topics
    1 Quiz
  5. Module 5. Exercises
    5 Topics
    1 Quiz
  6. Module 6. Tips for Teachers
    5 Topics
    1 Quiz
  7. Module 7. Good practices
    3 Topics
    1 Quiz
  8. Module 8. How to Assess the Learning Outcomes
    5 Topics
    1 Quiz


This module will address the best methods for teaching people with learning difficulties. First, we will introduce techniques used with persons with Autism Spectrum Disorder (ASD), such as DTT (Discrete Trial Training), PECS (Picture Exchange Communication System) and FCT (Functional Communication Training).

In these three sections, we will explain the theory and provide the steps for implementation.

The second part of the module deals with the issue of inclusive education and provides suggestions on how to create an inclusive and enjoyable environment for the students. This is crucial to integrate adults with learning difficulties into society.

Learning Outcomes

After completing this module, the learner will be able to:

  • Become familiar with techniques for teaching students with ASD and the steps to implement these techniques.
  • Become aware of the importance of inclusive education.
  • Know how to create an inclusive classroom for all students, including those with learning difficulties.
  • Became aware of the importance of education to integrate all people into society.
  • Identify environmental and social barriers to inclusion and how to overcome them.
  • Apply ideas for inclusive education practices in the classroom.
  • Reflect on the common barriers faced by learners with special educational needs and learning difficulties.
  • Develop a toolkit of general teaching approaches to make lessons more inclusive for learners with special educational needs and learning difficulties.
  • Identify ways to adapt and improve teaching materials to make them more accessible.


Approximate time which learners will need to go through this module is 3 hours, including additional resources and annexes.


There are no specific requirements to do this module. The only necessary thing is a computer and internet connection.


Annex 1 (Bogin et al 2010)

Annex 2 (Collet-Klingenberg 2008)

Annex 3 (Franzone 2009)


Suggested resources for further reading


  1. Bogin, J., Sullivan, L., Rogers, S., & Stabel. A. (2010). Steps for implementation: Discrete trial training. Sacramento, CA: The National Professional Development Center on Autism Spectrum Disorders, The M.I.N.D. Institute, The University of California at Davis School of Medicine.
  2. Components of an ABA program – what is discrete trial teaching? Lizard Centre. (2017). Retrieved from .
  3. Pratt C., & Steward, L. (2018). Discrete trial training: What is it? Retrieved from Discrete Trial Teaching: What is it? Articles: Indiana Resource Center for Autism: Indiana University Bloomington
  4. Overcash, A., & Horton, C. (2010). The picture exchange communication system: Helping individuals gain functional communication. Autism Advocate, 3, 21-24
  5. Reeve, C. (2020). 10 reasons why I like the Picture Exchange Communication System. Autism Classroom Resources. Retrieved from .
  6. Collet-Klingenberg, L. (2008). PECS: Steps for implementation. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, The Waisman Center, The University of Wisconsin.
  7. Andrew S. Bondy and Lori A. Frost (1994). Focus on Autism and Other Developmental Disabilities. Focus Autism 1994; 9; 1 DOI: 10.1177/108835769400900301. The online version of this article can be found at: The Picture Exchange Communication System - Andrew S. Bondy, Lori A. Frost, 1994 (
  8. Durand, V. S. & Moskowitz, L. (2015). Functional communication training: thirty years of treating challenging behaviour. Topics in Early Childhood Special Education, 35(2), 116-126. doi:10.1177/0271121415569509
  9. Durand, M. (1990). Problemas graves de conducta: Un enfoque de entrenamiento en comunicación funcional. NY. Guilford.
  10. Franzone, E. (2009). Steps for implementation: Functional communication training. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.
  11. (n.d.). Retrieved from .
  12. Debenham, L. (2018). Social Inclusion and Learning difficulties. Retrieved from .