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Increasing Access to Modern Foreign Languages to Pupils with Special Educational Needs: a Neuropsychological Perspective
Author(s) -
Robertson Jean
Publication year - 2000
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00147
Subject(s) - neuropsychology , dyslexia , perspective (graphical) , foreign language , curriculum , reading (process) , psychology , pedagogy , learning to read , mathematics education , literacy , linguistics , cognition , computer science , philosophy , neuroscience , artificial intelligence
The question of access to modern foreign languages for all students continues to be a matter of debate, and sometimes dispute, between SENCOs, teachers and parents of children with SEN. Jean Robertson considers the implications of neuropsychology with regard to the student with SEN gaining access to modern foreign languages. The article looks at the task demands of second language learning and the contribution of the cerebral hemispheres to reading. Using insights from her research into the neuropsychology of dyslexia, Robertson makes a number of practical suggestions to help teachers and parents understand the issues more clearly and help students gain access to this important area of the curriculum.