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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


In this module, we will address evidence-based key principles for teaching literacy to students with various disabilities. At first, the module will explore the importance of establishing such key principles in teaching, followed by a discussion regarding the multisensory structured language approach.

Furthermore, the module will discuss the importance of learners being actively involved in the process of teaching, as well as various ICT applications and tools that can be used in the process. The final part of this module deals with ways to create a positive learning environment, and related competences that teachers should acquire to promote the effective learning of their students.

Learning Outcomes

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

  • Be familiar with multisensory structured language approach and apply such techniques based on learners’ disabilities.
  • Learn the importance of learners’ active involvement in the learning process.
  • Recognise the various Assistive Technology techniques and apply them the classroom.
  • Identify ways to establish a positive learning environment.
  • Gain skills and competences that will contribute to learning and inclusion.


The approximate time needed to go through the module is three hours, not including time spent exploring additional suggested resources and annexes.


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

Suggested resources for further reading

Resources on Multisensory Structured Language

Resources on Learners’ Involvement

Resources on Assistive Technology

Resources on Positive learning environment

Resources on Teachers’ Competences

Picard (2015) Teaching Students with Disabilities. Source



  1. Abba, U. M. and Rashid, A. M. (2019) ‘Teachers' Competency Requirement for Implementation of Inclusive Education in Nigeria’, Universal Journal of Educational Research, 8(3C), pp.60-69
  2. AITSL (2020) Inclusive education: Teaching students with disability. Retrieved from:
  3. Bataineh, O., Dababneh, K. and Baniabdelrahman, A. (2008) ‘Competencies of Learning difficulties for General Education Teachers in Regular Classrooms in Jordan’, University of Sharjah Journal of Humanities & Social Sciences, 7(1), pp. 27-45
  4. Ciccarone, S. (2019) The Effects of Multisensory Learning on Second Language Acquisition for Students with Learning difficulties. Retrieved from:
  5. Eredics, N. (2017) 8 Tips for Introducing a Student with Disabilities to a General Education Classroom. Retrieved from:
  6. European Commission (2022) European accessibility act. Retrieved from:
  7. García-Carrión, R., Roldán, S. M., Campos, E. R. (2018) Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools. Retrieved from:
  8. IMSLE (2019) What is Multisensory Structured Language (MSL)? Retrieved from:
  9. Institute of Multi-Sensory Education (2022) Multi-Sensory Instruction in the Classroom: 5 Activities to Use. Retrieved from:
  10. Korkmaz, S. C. and Karatepe, C. (2018) ‘The Impact of Multi-sensory Language Teaching on Young English Learners’ Achievement in Reading Skills’, Novitas-ROYAL (Research on Youth and Language), 12(2), pp. 80-95.
  11. Maza, L. (2021) Examples of Assistive Technology in the Classroom. Retrieved from:
  12. Mehta, A. and Panju, N. (2018) ‘Teaching Competencies in Inclusive Classroom’, IMPACT: International Journal of Research in Humanities, Arts and Literature, 6(8), pp. 131-136.
  13. Myréen, S. (2017) ‘Evaluating the Role of Multisensory Elements in Foreign Language Acquisition’, International Journal of Educational and Pedagogical Sciences, 11(2), pp. 423-426.
  14. NCSE (not dated)) Assistive Technology. Retrieved from:
  15. NCSE (not dated) AT – Possibilities and Limitations. Retrieved from:
  16. NSW (2022) Assistive Technology. Retrieved from:,of%20content%20on%20a%20screen
  17. Papazafiri, M. and Argyropoulos, V. (2018) ‘ASSISTIVE TECHNOLOGY AND SPECIAL EDUCATION TEACHERS: THE CASE OF STUDENTS WITH MULTIPLE DISABILITIES AND VISION IMPAIRMENT’, 10th International Conference on Education and New Learning Technologies.
  18. Räty, M. (2014) The multisensory space: a new learning environment. Retrieved from:
  19. School Education Gateaway (2016) 1. Teacher skills and competences. Retrieved from:
  20. Schukraft, S. (2020) Multi-Sensory Learning: Types of Instruction and Materials. Retrieved from:
  21. The Wing Institute (2022) Teacher Competences. Retrieved from:
  22. University of Washington (2022) What is assistive technology? Retrieved from:
  23. Waterford (2019) Why Multisensory Learning is an Effective Strategy for Teaching Students How to Read. Retrieved from:
  24. WHO (2022) Assistive Technology. Retrieved from: