DCD (Developmental Cognitive Disabilities)

Stated in the Modern Journal of Language Teaching Methods, in an article titled “Teaching English to Non-native Learners of English with Mild Cognitive Impairment”, Coşkun (2013) wrote, “As pointed out by Londono-Patino and Aguilar-Gutierrez (2012), these learners need special conditions to learn a new skill. For instance, they argue that entertaining activities activate their attention and memory in addition to optimizing the development of their bodies and senses. Games are also considered to be effective because they raise participation in class activities, minimize the anxiety related to classroom situations and encourage cooperation as well as peer communication.”  Furthermore, “if we want to teach some basic foreign language to learners with special education needs, there are some ways to create an ideal classroom atmosphere. Whether they are at special education schools only accepting these learners or inclusive education schools where mainstream and learners with special education needs are placed in the same classroom, these learners should be approached differently to teach them some foreign/second language. For instance, Roseberry-McKibbin (2002) argues that activities like drawing, painting, grouping; labeling, pointing, selecting, and matching should be incorporated into the language classroom. In a similar way, Eibeed (2000, cited by Al Yaari, Al Hammadi, & Alyami, 2013) underline the importance of touching textiles and other materials as a useful way of presenting language components to cognitively impaired learners.”

Coşkun, A. (2013). Teaching English to non-native learners of English with mild cognitive impairment. Modern Journal of Language Teaching Methods, 3(4), 8-16.  Retrieved from http://www.academia.edu

London-Patino, A. & Aguilar-Gutierrez, D.C. (2012). Teaching and learning beyond academic-reality: an experience on teaching English to cognitively impaired learners. Unpublished undergraduate thesis, Universidad Tecnológica de Pereira, Spain. 

Roseberry-McKibbin, C. (2002). Multicultural students with special language needs. Practical strategies for assessment and intervention. (2nd ed.). Oceanside, CA: Academic Communication Associates.