Needs Analysis Report (WP3) : WWW - Dystefl.eu

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Needs analysis report (WP3)

DysTEFL Needs analysis report (WP3)
Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP
Grant agreement number: 2011-3631/001-001
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Project Partners:
University of Lodz, Faculty of Philology,

Chair of Pragmatics Poland
The Society for Alternative Education, Poland
RCNS HAS Research Centre for Natural Sciences, Hungarian

Academy of Sciences, Institute of Cognitive Neuroscience
and Psychology Hungary
LU Lancaster University,
Department of Linguistics and English Language United Kingdom
MU Masaryk University, Faculty of Education,

Department of English Language and Literature Czech Republic
Volkshochschule im Landkreis Cham e.V., Germany
BEST Institut fr berufsbezogene Weiterbildung

und Personaltraining GmbH Austria
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission can not be held responsible for any
use which may be made of the information contained therein.
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Content
Executive summary ................................................................................................................................. 7
1. Introduction ......................................................................................................................................... 9
1.1. Background ................................................................................................................................... 9
1.2. The objectives of this work package ............................................................................................ 9
1.3. Method and process................................................................................................................... 11
1.4. Research sample:........................................................................................................................ 12
2. Research findings............................................................................................................................... 15
2.1. Desk research findings................................................................................................................ 15
2.1.1. Required qualifications of the teachers of English for different levels of the education
system ........................................................................................................................................... 15
2.1.1.1. Primary level ................................................................................................................. 15
2.1.1.2. Lower secondary level .................................................................................................. 18
2.1.1.3. Upper secondary level .................................................................................................. 21
2.1.1.4. Tertiary level ................................................................................................................. 25
2.1.1.5. Language schools.......................................................................................................... 26
2.1.2. Dyslexia as part of pre-service teacher training institutions (PRESETT).............................. 27
2.1.2.1. Courses dealing directly with dyslexia in foreign language teaching (PRESETT).......... 27
2.1.2.2. Courses dealing with dyslexia in general (PRESETT) .................................................... 29
2.1.2.3. Other courses dealing with SpLD or SEN (PRESETT)..................................................... 30
2.1.3. Dyslexia as part of in-service teacher training institutions (INSETT)................................... 32
2.1.3.1. Courses dealing directly with dyslexia in foreign language teaching (INSETT) ............ 32
2.1.3.2. Courses dealing with dyslexia in general (INSETT) ....................................................... 33
2.1.3.3. Other courses dealing with SpLD or SEN (INSETT) ....................................................... 35
2.1.4. Legal documents providing for dyslexia and dyslexic students .......................................... 37
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2.1.4.1.Dyslexia in legal documents and ministerial regulations .............................................. 37
2.1.4.2. Assessment of students with dyslexia in legal documents .......................................... 44
2.1.4.3. Dyslexia in national curricula........................................................................................ 48
2.2. Questionnaire survey findings .................................................................................................... 53
2.2.1. Respondents background .................................................................................................. 53
2.2.2. Respondents knowledge and experience with dyslexia..................................................... 55
2.2.3. Further training ................................................................................................................... 61
3. Conclusions and implications for the project .................................................................................... 63
List of tables and charts......................................................................................................................... 68
Appendices ............................................................................................................................................ 69
List of appendices .............................................................................................................................. 69
APPENDIX I - Template for desk research ......................................................................................... 69
APPENDIX II - Needs analysis - questionnaire ................................................................................... 78
APPENDIX III - Factor analysis ............................................................................................................ 90
APPENDIX IV - Distribution od data ................................................................................................... 91
APPENDIX V - Questionnaire results - overview ............................................................................... 92

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Executive summary
DysTEFL project
Foreign language learning is quite challenging for learners with dyslexia. In the past, the
specific learning difficulties of these learners often led to the students exemption from
foreign language instruction. In the era of globalization and European integration the
knowledge of foreign languages becomes increasingly important. The command of English in
particular is largely considered a key competence, the lack of which may deprive individuals
of equal opportunities in education, at the workplace and in private lives. Educational policy
makers in many countries insist on the right of learners with dyslexia to have opportunities to
achieve their full potential including foreign language learning. The teachers in European
countries are made legally responsible for accommodating the needs of learners with dyslexia
in their instruction, even if the teachers often lack expertise in the given area.
DysTEFL project will develop a special training course and materials for pre-service and in-
service teachers of English as a foreign language. The course will raise their awareness of
special educational needs of students with dyslexia with regard to foreign language teaching
and learning. The teachers will be equipped with appropriate teaching methods, techniques
and tools to boost the quality and effectiveness of their performance.
Needs analysis
Prior to developing the training course and educational materials, the project partners carried
out a needs analysis aimed at identifying pre-service and in-service foreign language teachers
professional development needs with regard to teaching individuals with dyslexia. The desk
research and questionnaire survey were carried out by the DysTEFL consortium in six partner
countries (Austria, Czech Republic, Germany, Hungary, Poland and UK). The study of
educational documents confirmed a trend to accommodate dyslexic learnerss needs in the
classroom, both in terms of instruction and assessment in every partner country.
The opportunities for training dealing with dyslexia in foreign language learning provided on
either a pre-service or in-service level are rather scarce and do not correspond with the current
educational trends. Majority of the questionnaire survey respondents teach or are going to

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teach in mainstream classes where there are some dyslexic students. Majority of the
respondents think that their pre-service and in-service teacher training did not equip them
with the necessary information about dyslexia and did not teach them what a suitable
approach in teaching dyslexic students should look like. Most of the respondents showed low
levels of confidence, knowledge and experience when identifying, teaching and assessing
dyslexic individuals. 95% of the respondents are interested in getting further information and
training in teaching English to dyslexic students.
Implications for the course development
Both parts of the research confirmed the need to develop a course and materials that are
planned in the current project. The course should be created as a flexible system that can be
appropriated by teacher trainers in different contexts and can be used in different modalities
including a face-to-face course (prefered by a majority of respondents), an online course or a
blended course. The course and the materials should be suitable for both pre-service and in-
service training. At the same time, they should be relevant for teachers from all types of
schools (primary, secondary, tertiary and language schools). They should be rooted in sound
research with a solid theoretical background but should also respect the respondents
preferences to acquire knowledge, skills and competences that have a direct impact on their
classroom practice. The website with the available course and materials is an ideal format for
reaching wide audiences.

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1. Introduction
1.1. Background
Foreign language learning is indisputably more demanding for learners with dyslexia than for
other learners. In the past, the specific learning difficulties of these learners, contributing to
the high level of challenge, often led to the students exemption from foreign language
instruction. In the era of globalization and European integration the knowledge of foreign
languages becomes increasingly important. The command of English in particular is largely
considered a key competence, the lack of which may deprive individuals of equal
opportunities in education and at the workplace.
Educational policy makers in many countries are well aware of the above mentioned context
and therefore insist on the right of learners with dyslexia to have opportunities to achieve their
full potential including foreign language learning. Many European countries, such as the
partner countries in the current project, are now introducing new legal regulations related to
the education of individuals with dyslexia. As a result, the teachers are made legally
responsible for accommodating the needs of learners with dyslexia in their instruction, even if
the teachers often lack expertise in the given area.
The DysTEFL project aims at improving the scheme of initial training and continuing
professional development of teachers of English as a foreign language so that teachers can
gain the necessary knowledge, strategies and skills to adapt their teaching to special
educational needs of students with dyslexia. In that way the project follows the European
educational priorities of reinforcing support and inclusive education for students with special
educational needs.
1.2. The objectives of this work package

Prior to developing the training course and educational materials, the project partners carried
out a needs analysis aimed at identifying pre-service and in-service foreign language teachers
professional development needs with regard to teaching individuals with dyslexia.
The objectives of the needs analysis are:

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To find information on the current approach in teacher education in partner

countries towards preparing foreign language teachers to work with dyslexic
students .
To identify and describe whether and how dyslexia appears in the study
programmes and syllabuses of available courses at teacher training
institutions.
To identify and analyse legal regulations concerning dyslexia in education
with a particular emphasis on foreign language teaching in partner countries.
To find information on teachers previous pre-service and in-service training
which would equip them with the necessary information about dyslexia and
skills for an effective approach to dyslexic students.
To identify teachers knowledge of and experience with dyslexic students as
well as their overall confidence in identifying, teaching and assessing dyslexic
individuals.
To identify teachers needs and interest in getting further information and
training in teaching English to dyslexic students and at the same time identify
their preferences in terms of the format and content of such a training.
The needs analysis consisted of two parts:
desk research
field survey (questionnaire)
This report summarizes the findings of both parts of the needs analysis. The first part is
devoted to the information on the current approach in teacher education in partner countries
towards preparing foreign language teachers to work with dyslexic students, including facts,
tendencies, and examples of good practice. In the second part, the needs of teachers with
reference to pre-service and in-service training in the field of provision of foreign languages

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to students with dyslexia are analyzed. The report includes description of results, statistical
analysis, conclusions and implications for the current project.
1.3. Method and process

The desk research and questionnaire survey were planned by the project partners. Each
partner carried out desk research in their countries. The results were collated by the team at
Masaryk University, Czech Republic.
Research instruments developed by project partners included:
Workpackage 3 Guidelines (Internal document)

Template for desk research (See Appendix I)
Questionnaire (See Appendix II)
Desk research
First, data related to English language teacher education were collected. Four institutions per
partner country were selected by partners: two pre-service teacher training institutions and
two in-service teacher training institutions. We focused on information on the current
approaches in teacher education in partner countries towards preparing foreign language
teachers to work with dyslexic students. The syllabuses of available courses were analysed.
Second, legal regulations and other relevant documents concerning the education of learners
with dyslexia were analyzed. Both facts and trends were included in the report.
Finally, the roles of pedagogical-psychological centers in identifying and supporting learners

with dyslexia in partner countries were compared.
Questionnaire survey
Each partner was asked to administer the questionnaire (either online using the Survey
Monkey application (https://www.surveymonkey.com/s/V6F2L2L) or its identical printed
version (See Appendix II) which the partners then had to enter in the online questionnaire

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themselves), finding at least thirty respondents among pre- and in-service teachers. The
results were collated and statistically analyzed by the team from Masaryk University, Czech
Republic.
We used three series of questions in the questionnaire:
1. Questions focusing on the respondents background (page 2) included the type of school, the
length of teaching practice, the age of most students taught, country and the presence of
students with dyslexia in their classes. All of these questions offered a selection of responses.
It was required to answer all of the questions in this section.
In the last question (page 4) the respondents were asked to provide a contact in case they
wanted to learn more about the project and project materials. The answer was optional.
2. Questions aimed at the respondents experience with pre-service and in-service education and
the self-evaluation of their knowledge and skills related to teaching students with dyslexia.
There were twenty of these questions on page 3, all offering scaled responses.
3. Questions identifying respondents training needs and preferences concerning the format and
content of training courses in the area under investigation (page 4).
To measure the reliability of the questionnaire Cronbachs alpha was used. The reliability of
the questionnaire is expressed as = 0,89, which means the questionnaire was a reliable
research instrument.
The distribution of the data proved normal, therefore it was possible to use parametric tests in
the analysis (see Appendix IV).
1.4. Research sample:

The object of the research was both public and private education sectors in project partners
countries (UK, Poland, Czech Republic, Germany, Austria, Hungary) with the main focus on
public education.
In each partner country four teacher training institutions (two pre-service and two in-service
institutions) were selected and their study programmes and syllabuses were analyzed.

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Pre-service and in-service teachers of English as a foreign language in project partners

countries (UK, Poland, Czech Republic, Germany, Austria, Hungary) were given the
questionnaire survey. By pre-service teachers we mean final year BA students and MA
students who already have some teaching practice.
Teachers were teaching at all types of schools, however, the main focus was on primary and
secondary level of education - up to the age of 16 - 18 (depending on the national context).
Country No. of respondents / no.

of incomplete
questionnaires
Austria 35 / 2
Czech Republic 45 / 3
Germany 50 / 2
Hungary 161 / 14
Poland 70 / 8
United Kingdom 30 / 2
Other countries* 21 / 5
Total started survey: 412
Total completed survey: 375 (91%)
Table 1: Number of respondents from individual countries
*respondents from Italy (8), Spain (3), Finland (2), Cyprus (2), Greece (1), Luxemburg (1).
France (1), Netherlands (1), Uzbekistan (1) and Sri Lanka (1).
Table 1 presents the exact numbers of respondents from individual countries: the first figure
shows the total number of respondents from each country, the second figure indicates the
number of respondents who started but did not complete the questionnaire.
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2. Research findings
2.1. Desk research findings
2.1.1. Required qualifications of the teachers of English for different

levels of the education system
2.1.1.1. Primary level

In Austria, primary school generally begins between five and seven years of age and lasts for
four years.A teacher or form master generally teaches all subjects at primary school level with
the exception of religious studies. There may be specialised teachers to support pupils with
special needs, for example, pupils with disabilities, specific learning difficulties or pupils
whose mother tongue is not German. Pupils have to attend all compulsory subjects and have a
choice of optional subject classes such as drama or singing classes. From the third year
onwards, pupils are taught a modern foreign language which is compulsory but not assessed
by the teacher. After completion of the fourth year, pupils are advised by their teacher on their
future educational pathway based on their performance and interests at school. Pupils move
on to either a lower secondary school lasting another four years or a secondary school
(Gymnasium) lasting another eight years.
Primary school teachers take a compulsory English language teaching module along with
other pedagogical modules as part of their teacher training. The duration of the programme is
six semesters.
In the Czech Republic, most children between the age of 6 and 15 attend basic school, which
includes primary (6 to 11 years of age) and lower secondary. Children start learning a foreign
language (preferably English) in the third grade (at the age of 8). All subjects at primary level
are taught by class teachers. English as a foreign language is often taught by a different
teacher.
Primary teachers must have a Mgr. degree (equivalent to MA). Faculties of Education (part of
Universities) award the degree at the end of a four-year or five-year study programme. Even

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after the Bologna system was introduced to the Czech Republic, the study programmes for
future primary teachers remained unchanged (there is no bachelor programme, just a masters
programme). At some universities an English language teaching module is part of the
curriculum, at other universities only some students opt for a specialization in a foreign
language (including English).
German (Bavarian) children start school at the age of six years and normally complete four
years of primary school and five to six years of lower secondary school. English as a foreign
language is taught from grade 3.
The required qualification for teachers of English is first University state examination in
English, primary school didactics (pedagogy) and educational science and completion of a 2-
year internship with the second state examination for teaching in primary school (area of
study: Applied Linguistics and Cultural Studies).
Teaching English at primary school involves a 6 -7-semester long study program. The
students have to complete nine compulsory modules (e.g. Introduction to Literary Studies,
Foreign Language Didactics, Core Skills Lexis and Grammar, Cultural Studies, Theory and
Practice of Teaching English). The internship involves pedagogical and didactic training.
Similarly to the Czech Republic, Hungarian primary schools also provide education for
pupils aged 6-14 (grade 1-8). However as the secondary school system is very complex, a
pupil may leave primary school as early as the age of 10 and start secondary school. A foreign
language is taught from Grade 4 (age 10), but in a large number of schools students start
learning a foreign as early as Grade 3 or even as Grade 1.
The qualifications acceptable for teaching in year 1 - 4 of primary education are:
primary school (grade 1 - 4) teacher degree with specialization in English (3-year

training which was provided by teacher training colleges. This training is no longer
offered since the introduction of the Bologna system. The Bologna system was
introduced in 2006 in Hungary).
English teacher degree/ 4 year training provided by teacher training colleges.

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English teacher degree-university level 3-year training. (This training is no longer

offered since the introduction of the Bologna system.)
teacher of English language and literature - university level 5-year training. This
training is no longer offered since the introduction of the Bologna system.
For students studying in the Bologna system (future teachers of year 1 4 of primary
education): primary school teacher BA qualification with specialization in English.
In Poland, children aged 7 12 attend primary school (6-year old children may attend school
provided that parents decide so, in 2014 all 6 year old children will attend school). Foreign
languages (not necessarily English) are taught from grade 1.
Polish primary school EFL teachers have one of the required qualifications:
MA graduates, English Philology, Applied Linguistics (including pedagogical course)

5 years ( 3+2)
MA graduates, in the English speaking country (including pedagogical course)
BA graduates, English Philology, Applied Linguistics (including pedagogical course)
3 years
Foreign Languages Teacher Training College graduates (3 years)
MA graduates (of any specialisation including pedagogical course) who also
successfully passed the exam in English advanced or proficiency level (CAE, CPE,
IELTS, TOEFL, CITY & GUILDS)
Teacher Training College graduates (of any specialisation including pedagogical
course) who also successfully passed the exam in English advanced or proficiency
level (CAE,CPE, IELTS, TOEFL, CITY & GUILDS) or who successfully passed
foreign language national exam I or II level
For kindergarten and grades 1- 3 of primary school:
MA graduates Pedagogy Department or Teacher Training College required

qualifications to teach grades 1- 3 and the successfully passed exam in English at

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least FCE level A,B and either post-graduate studies or a qualification course in
Teaching English to Young Learners.
Secondary school graduates who successfully passed foreign language national exam I
or II level.
In the United Kingdom, children aged 4 11 attend primary school. From the point of view
of our project (focusing on teaching English as a foreign language) the situation in the UK is
somewhat specific. Foreign language teaching at primary level involves optional French.
Support for students from other language backgrounds for whom English is a second or
additional language is not provided everywhere in the UK. It very much depends on the
resources of the local councils whether these students receive any ESOL (English as a second
language) instruction.
The required qualification of teachers is Postgraduate certificate of education (PgCE), and
support teachers who provide additional help in English as a second language sometimes have
a BA or MA in TESOL.
2.1.1.2. Lower secondary level

In all researched countries, this level continues the basic programmes of the primary level,
although teaching is generally more subject-focused.
In Austria the lower secondary school lasts for four years. It provides pupils with a general
education to set them up with the essential skills for a working life or to move on to an upper
secondary level, particularly in the last two years of the lower secondary level. Especially in
the last two years of the lower secondary level, pupils are being prepared for their future
educational path or their vocational career. Pupils are able to access a career adviser at this
stage to help them decide which vocational career to choose.
Generally, the end of the lower secondary level coincides with the end of compulsory
education.
Teachers of English are required to undertake a degree at a pedagogical college. Like primary
school teachers, teachers intending to teach at a lower secondary school choose the English
Language as their first core subject and combine this subject with a secondary subject of their
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choice. Students graduate with a Bachelor of Education at the end of their studies. The
duration of the course is six semesters.
In the Czech Republic most children attend the second stage of basic school from 11 to 15
years of age. Some leave for an 8-year grammar schools (gymnzium) at the age of 11.
Lower secondary teachers of English must be graduates of a masters study programme from a
Faculty of Education ( Bc study programme 3 years plus a follow-up masters study
programme 2 years). They usually study a combination of two subjects (English language
and another language or History, Geography, Arts, Music etc.)
In Germany (Bavaria) the secondary schools are traditionally differentiated into three levels,
general school (Hauptschule/Mittelschule), intermediate school (Realschule) and high school
(Gymnasium). The general and the intermediate schools cover only the lower level of
secondary schooling. They are conceived to provide general education as a basis for
apprenticeship training or professional schools without university status.
The required qualification for teachers of English are:
first state examination in English, didactics of a group of subjects in

general school and educational sciences
completed 2-year internship with the second state examination for teaching
in primary school.
Teaching English at general school (Hauptschule) and intermediate school (Realschule)

involves a 6 7-semester study composed of nine compulsory modules (e.g. Introduction to
Literary Studies, Foreign Language Didactics, Core Skills Lexis and Grammar, Cultural
Studies, Theory and Practice of Teaching English) and an internship (pedagogical and
didactic training).

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The Hungarian secondary school system is very complex. A student may leave primary
school as early as the age of 10 and start secondary school. There are 4-grade general
secondary schools (students aged 14 18 , grade 9 12), 6-grade general secondary schools
(students aged 12 18, grade 7 12) and 8-grade general secondary school (students aged 10
18, grade 5 12). Moreover, there are 12 grade schools which provide 8 yeas of primary
education and 4 years of secondary education. It is also possible that one secondary school
has 4 -grade and 6 or 8-grade classes as well. Apart from general secondary classes there are
also vocational secondary classes (4-grade classes, students age 14 18, grade 9 12).
The qualifications acceptable for teaching in grade 4 8 are
English teacher degree/ 4 year training provided by teacher training

colleges. This training is no longer offered since the introduction of the
Bologna system.
English teacher degree - university level 3-year training. This training is no
longer offered since the introduction of the Bologna system.
Teacher of English language and literature-university level 5-year training.
This training is no longer offered since the introduction of the Bologna
system.
Within the Bologna system:

English teacher needs an MA degree (this entails that they should also have BA degree in
English studies).
In Poland children aged 13 15 attend lower secondary school.

EFL teachers lower secondary level have either of the required qualifications:
MA graduates, English Philology, Applied Linguistics (including

pedagogical course) 5 years ( 3+2)
MA graduates in the English speaking country (including pedagogical
course)
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BA graduates, English Philology, Applied Linguistics (including

pedagogical course) 3 years
Foreign Languages Teacher Training College graduates 3 years
MA graduates (of any specialisation including pedagogical course) who
also successfully passed the exam in English advanced or proficiency
level (CAE, CPE, IELTS, TOEFL, CITY & GUILDS) or foreign language
national exam level II.
In the United Kingdom secondary school normally starts at the age of 11 and lasts until the
age of 16. The foreign languages taught are usually French, German and Spanish. Help to
English as second language speakers is provided at an ad hoc basis depending on the
resources of the school.
2.1.1.3. Upper secondary level
In Austria, pupils attend an upper secondary school study for an additional four years (eight
years in total) and graduate with a national certificate that allows them access into higher
education such as a university. The aim of the upper secondary school level is to extend the
general education and provide pupils with specialised educational skills and working practise
to prepare them for higher education. This means that the education for students at an upper
secondary level is more specialised towards academic performance. Students enroling in a
more technical or vocational oriented upper secondary school are prepared for their future
profession in their specialised fields. Polytechnic institutes are often based at lower secondary
schools. Depending on their grades from lower secondary school, some pupils have the option
to attend a technical high school for an additional year instead. There they either stay an
additional year to complete the compulsory school education or if their grades are satisfactory
they can move on and complete another three years of study (four years in total) and graduate
with the same national certificate as pupils of a higher secondary school. This also allows
them to access higher education.

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Teachers of English are required to enrol at a university and undertake a masters degree in
English Studies to be able to teach at an upper secondary school. Students choose English
Language as their core subject and combine this with a secondary subject they intend to teach.
The curriculum of the course focuses on practical classroom experience in the second half of
the course.
In the Czech Republic, upper secondary schools provide academic education (gymnzium) or
technical education (secondary technical schools) or vocational training.
Upper secondary teachers of English must have a Masters degree from a Faculty of Arts
(bachelor study programme 3 years plus master study programme 2 years).
In Germany (Bavaria) students who want to earn a degree giving access to higher education
complete three years of upper-level secondary education at upper secondary school
(Gymnasium). The overwhelming majority of schools are public state schools.
The required qualification for teachers of English is:
first state examination in English and another teaching subject and
educational sciences
completed a 2-year internship with the second state examination for
teaching in primary school (area of study: Applied Linguistics and Cultural
Studies)
Teaching English at upper secondary school involves 8 9-semester study including
compulsory modules (e.g. Introduction to Linguistic and Literary Studies, Foreign Language
Didactics, Core Skills Lexis and Grammar, Cultural Studies, Intercultural Project, Theory and
Practice of Teaching English, Language Practice Courses) and General Didactics and
Psychology and Internship (pedagogical and didactic training).
The secondary school system in Hungary includes 4-grade general secondary schools
(students aged 14 18, grade 9 12), 6-grade general secondary schools (students aged 12
18, grade 7 12) and 8-grade general secondary school (students aged 10 18, grade 5 12 ).
Moreover, there are 12 grade schools which provide 8 year of primary education and 4 year
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secondary education. It is also possible that one secondary school has 4 grade and 6 or 8 grade
classes as well. Apart from general secondary classes there are also vocational secondary
classes (4-grade classes, students age 14 18, grade 9 12).
The qualifications acceptable for teaching in grade 9 12 are
English teacher degree - university level 3-year training. This training is no longer
offered since the introduction of the Bologna system.
Teacher of English language and literature-university level 5-year training. This
training is no longer offered since the introduction of the Bologna system.
Within the Bologna system:
English teacher needs an MA degree (this entails that they should also have BA degree in
English studies).
Upper secondary schools in Poland are attended by pupils aged 16 -18.

EFL teachers upper secondary schools have one of the required qualifications:
MA graduates, English Philology, Applied Linguistics (including pedagogical course)

5 years ( 3+2)
MA graduates in the English speaking country (including pedagogical course)
BA graduates, English Philology, Applied Linguistics (including pedagogical course)
3 years
Foreign Languages Teacher Training College graduates 3 years)
MA graduates (of any specialisation including pedagogical course) who also
successfully passed the exam in English advanced or proficiency level (CAE, CPE,
IELTS, TOEFL, CITY & GUILDS) or foreign language national exam II level
The above description of the situation in primary and secondary schools in Poland is based on
the ministerial regulations introduced in March 2009. At the same time, according to the new
ministerial regulations (decree issued on January 17, 2012) concerning the quality and
educational standards with regard to the teacher training, graduates with BA degree (3 years
of study) are qualified to teach only in kindergartens and primary schools, while graduates

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with MA degree (3+2 years of study) can teach in all types of schools and educational
institutions from kindergarten to tertiary education. Thus, apparently there are certain
discrepancies between the two above mentioned regulations. The new regulation applies to
future teachers who will be ready to start their teaching careers when they graduate, ie. in the
coming year and a half. The regulation however, does not offer tools or materials to be used
in the teaching process and these would need to be prepared. The older regulation concerns all
those who have already entered the teaching profession.
Most importantly for the DysTEFL project, the new ministerial regulation (decree issued on
January 17, 2012) clearly specifies both general and specific educational outcomes in teacher
training concerning the knowledge, skills and competencies of future teachers, including
preparing teachers to work with students with special educational needs. More specifically, it
is stated that every graduate should have the knowledge of the specific needs and learning
abilities of special education needs (SEN) students (dyslexia included), have the necessary
skills to diagnose the problems of particular SEN students, should be aware of the need to
accommodate and adjust the requirements for SEN students in mainstream education. In terms
of content, every future teacher should be ready to plan and carry out individualized forms of
teaching adapted to the needs of SEN students and be ready to adjust the materials and tasks
to suit the possibilities and the abilities of students with specific learning difficulties. These
new educational standards and a graduates profile have just been introduced, so anyone
starting their teacher training from now on will be subject to these regulations. In addition,
following the changes in the educational law, in-service teachers will have to comply with the
requirements concerning the ability to cater for the needs of SEN students learning English as
a foreign language. In such a situation there seems to be the perfect ground for introducing the
DysTEFL project outcomes to both pre-service and in-service teacher training.
Currently almost no courses devoted to SEN are available either in teacher training colleges
or at universities (English Philology). If there is any training offered specifically for the
teachers of English as a foreign language, it frequently constitutes a part of methodology
training. In practice it usually means about 1.5 3 contact hours. Issues connected with SEN
can also be partially covered by courses in psychology and pedagogy offered to teachers in
Polish. More information is provided in chapters 2.1.2. and 2.1.3.
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In the UK there are 6th Form colleges for students aged 16-18 for preparing them for A level
(needed for university entrance) exams.
2.1.1.4. Tertiary level

In Austria the teachers of English are required to enrol at a university and earn a masters
degree in English Studies to be able to start teaching English at university. Students choose
the English Language as their core subject and combine this with a secondary subject they
intend to teach. Teachers at University graduate with a Masters (Phil) degree which takes a
minimum of nine semesters (Magister Phil - Anglistik).
In the Czech Republic teachers at tertiary level need a Masters degree to start teaching and at
least a PhD degree to stay at university.
In Germany (Bavaria) the required qualifications for teaching English at college/university

are:
a language assistant is usually a native speaker who has a first degree (BA) plus some
language teaching credentials (such as a TESOL, the certificate awarded for "Teaching
English to Speakers of Other Languages").
a lecturer normally needs a PhD in English Literature;
a professor needs an additional qualification. This used to be the habilitation, a
postdoctoral degree. Now it can be a second book (monograph) or a previous post as a
Juniorprofessor (for which a PhD is needed).
In Hungary college/university teachers of English language and literature need university

level 5-year training. This training is no longer offered since the introduction of the Bologna
system. For students studying in the Bologna system English teachers need a MA degree (this
entails that they should also have a BA degree in English studies). University teachers on a
full salaried position need to hold a PhD.

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In Poland EFL teachers at tertiary level have either of the required qualifications:
MA graduates, English Philology, Applied Linguistics (including pedagogical course) 5

years ( 3+2)
MA graduates in the English speaking country (including pedagogical course)
As for the UK universities are relevant only in as much if they run pre-sessional or
preparatory academic English courses for international students. Most tutors on these
programs have DELTA or an MA in language teaching.
2.1.1.5. Language schools
In the Czech Republic, Hungary and Poland the required qualifications for teachers of
English differ at each language school. Language schools in these countries are autonomous
and can set their own criteria.
Most language schools in Austria also have their own selection criteria and assessment
procedures for teachers of English. Most language schools expect teachers to have a
pedagogical background or qualification as well as a solid knowledge of the English
language. A recognised teaching qualification is the CELTA course (Certificate in English
Language Teaching to Adults) which is a qualification for English teachers throughout
Europe.
In Germany a teacher of English working at a language school should:

have a certificate for teaching a foreign language e.g. CELTA, TESOL
and/or TEFL and/or have an academic degree or a business education
have experience teaching English as a foreign language
Language schools often favour English native speakers with teaching experience and qualified
native speakers who should work as freelance trainers or full-time teachers.

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In the UK language schools provide tuition to students aged 14 and above. Some come for
short summer courses and some take a whole year program leading to a IELTS exam and
granting access to university education. Teachers generally have DELTA, occassionally an
MA and sometimes just a CELTA.
2.1.2. Dyslexia as part of pre-service teacher training institutions

(PRESETT)
In each partner country, four teacher training institutions were selected for analysis, two in the
area of pre-service teacher training and two in in-service teacher training. The study
programmes at the institutions and syllabuses were analyzed. We were identifying the courses
or programmes dealing either with dyslexia in relation to foreign language teaching and
dyslexia in general. Also, we looked for other courses or seminars dealing with specific
learning difficulties (SpLD) or special educational needs (SEN). The results are presented in
the following subchapters.
2.1.2.1. Courses dealing directly with dyslexia in foreign language

teaching (PRESETT)
No such courses were offered in researched pre-service teacher training

institutions in Austria, Germany (Bavaria), Poland and UK.
The courses available in the Czech Republic and Hungary are presented in the table below.
Country Course Comments
Czech Republic Teaching English to Optional course taught by an
Children with Dyslexia American specialist. The
course was last offered in the
Fall 2010.
Hungary Language users with special Optional course for BA

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needs students in the second

semester of 2010/11. Apart
from dyslexia the course also
focused on hearing impaired
and visually impaired
language learners.
Dyslexic language learners A 30-hour course from 2007
to 2012 for pre-service
English teachers. This course
is based on the work of the
Equal Opportunities in
language Learning Research
Group which operated from
2007-2010 led by Judit
Kormos and Agnes Imrene
Sarkadi was teaching the
course from 2007 to 2010.
Table 2: Courses dealing directly with dyslexia in foreign language teaching (PRESETT)
* It should be noted that apart from the two pre-service teacher training institutions, no other
teacher training institutions in Hungary offered courses on dyslexic language learners.
Some pre-service teacher training institutions included the topic of dyslexia and FL teaching
into their courses of ELT methodology. An example is the Czech course of ELT Methodology
2A in which teaching children with SLD was one of 10 topics in the syllabus of the course
offered in the 3rd semester of MA study programme for lower secondary teachers. In the
other Czech pre-service teacher training institution dyslexia was very briefly mentioned
in ELT Methodology for lower secondary teachers (without a specification in the syllabus) and
was a part of syllabus of ELT methodology for primary teachers.

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In Poland there were workshops offered within the course of Methodology of Teaching
English to Young Learners (2nd year of studies) where two 90-minute blocks were devoted to
basic information about dyslexia. The other Polish pre-service teacher training institution
offered a worshop within the course of Methodology of Teaching English to Young Learners
(2nd year of studies) two 90- minute blocks were devoted to basic information about
dyslexia and each included a self study task. There was a single workshop on dyslexia
offered within Language Didactics Course (2nd year BA studies; 60h).
The situation in the UK was analyzed in the PhD thesis by Anne Margaret Smith, who
conducted a survey and an interview study and found that no information is provided in UK
language teacher training institutions on dyslexia. In the UK MA level courses are quite short
and do not have a general educational psychology component and nor do most BA TESOL
courses. Unless someone does two separate degrees one in TESOL and another in special
education, they would not know much about dyslexia.
A quick search of the PgCE courses offered at UK universities has shown that teachers doing
a PgCE in Modern Languages (French, Spanish, Italian etc.) do not take any courses in
educational psychology. Optional sessions on additional needs in language learning are
occasionally offered (i.e. in Oxford).
2.1.2.2. Courses dealing with dyslexia in general (PRESETT)
No such courses were offered in the researched pre-service teacher training institutions
in most of the countries (the Czech Republic, Germany, Hungary. Poland and UK).
The courses available in Austria are listed in the table below.
Austria The appropriate interaction University of Education in

with dyslexic students - their Vienna.
strength and weaknesses
Say goodbye to reading and University of Education in

spelling errors Vienna.
Table 3: Courses dealing with dyslexia in general (PRESETT)

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Only teachers working at state schools with a recognised national teaching qualification can
offer dyslexia support to students at state schools if they have attended an additional
qualification (or certificate) as certified dyslexia teachers.
At private institutions there is no pre-requisite to offer tuition or dyslexia training to students.
Each private institution has their own guidelines on the pre-requisites for a specialised
dyslexia training programme for tutors/trainers.
In Poland, workshops were offered within a Psychology Course (1st year of studies)
in researched institutions.
In the UK when doing their PgCE future core curriculum teachers at primary level learn about
specific learning differences and the legal regulations and actions that need to be taken if they
suspect a student has SpLD. This mainly pertains to English as the students first language
though. Therefore it is not really relevant for the current project.
From the perspective of our project it is very interesting that there is currently a petition being
circulated in the UK (more than 9, 500 signatures at the moment) requiring that dyslexia
training should be mandatory in Initial Teacher Training. The petition initiated by British
Dyslexia Association proposes that Initial Teacher Training course providers should be
required to deliver mandatory and consistent dyslexia awareness sessions. They also claim
that all teachers should be trained to understand dyslexia, its impact on learning and what
constitutes dyslexia friendly practice. Teachers should be aware of when to signpost learners
for assessment and when to provide appropriate intervention.
2.1.2.3. Other courses dealing with SpLD or SEN (PRESETT)
These courses may not be directly linked to dyslexia or foreign language teaching. We wanted
to include them in the research, however, to give a richer picture of the situation in teacher
training, specifically in pre-service teacher training institutions.
There were no courses of this type at the researched institutions in Austria, Germany
(Bavaria) and the UK.
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The courses available in the other countries are presented in the table below.
Austria Introduction to the method University of Education in
of analysising individual Vienna
learning processes
Integration of students with University of Education in

autistic perception Vienna
Czech Republic Special Education 2 Provided within the masters

study programme for primary
teachers. It is specifically
aimed with regard to foreign
language teaching.
Special education 1 1 required lecture plus
seminar (1 semester).
Teaching children with SLD
is one of 20 topics in the
syllabus.
Special Education for Required course. Teaching
teachers children with SpLD is one of
13 topics.
Specific learning and Optional course.
behavioral difficulties.
Hungary At risk learners - students Last offered in autumn 2010
with specific learning (no syllabus or course
disability in secondary description is available).
education.
Poland Basics of psychology for Two-semester course for
teachers EFL pre-service students,
teaching dyslexic students as

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part of the syllabus - during 2

meetings.
Educational Psychology 1st year of studies; 60 h. One
Course workshop only concerned
students with ADHD
(Attention Deficit and
Hyperactivity Disorder), no
focus on dyslexia.
Psychology course Two semester course 60h
for EFL pre-service students,
2nd year BA studies, no
mention of dyslexia.
Pedagogy course 60 h for 1st year MA
students, no mention of
dyslexia.
Table 4: Other courses dealing with SpLD or SEN (PRESETT)
2.1.3. Dyslexia as part of in-service teacher training institutions

(INSETT)
2.1.3.1. Courses dealing directly with dyslexia in foreign language

teaching (INSETT)
No such courses were offered in researched in-service teacher training

institutions in Austria and Poland.
The courses we found in the other countries are presented in the table below:

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Czech Republic Specific nature and Offered by a regional centre for in-
possibilities of teaching service training. Usually focusing on
English to students with dyslexia and dysgraphia.
SpLD
SpLD - teaching foreign The same.

languages
Germany English: Difficulties in For teachers of Realschule

Reading and/or
orthography in the
foreign language
English
English: Learning with For teachers of Hauptschule

specific development
disorders (focus on
dyslexia)
Hungary 5-hour training Based on the work of the Equal

Opportunities in Language Learning
Research Group, offered in 2011
UK Half-day workshops Provided by ELTwell, a private

company
.(http://www.eltwell.co.uk/index.html)
Table 5: Courses dealing directly with dyslexia in foreign language teaching (INSETT)
2.1.3.2. Courses dealing with dyslexia in general (INSETT)
No such courses were offered in researched in-service teacher training institutions in the
Czech Republic, Hungary and Poland.

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The courses we found in the other partner countries are presented in the table below:
Austria Dyslexic and Dyscalculia Academy for Dyslexic

Training Therapy, Dyscalculia
Therapy and Coaching for
Learners
Interdisciplinary Realized at the Austrian

Educational Training Association for Dyslexia
Course for Dyslexia
Therapists
Dyslexia or Dyscalculia Offered at the Dyslexia
Distance Learning Course Research Centre
Germany Dyslexia Therapy Additional qualification for
educators and
psychotherapists.
In-service courses for Institute for Orthography and

teachers and medical doctors. Language Skills
UK National Dyslexia - SpLD

Specialist Teacher Training
Certificate courses for Dyslexia Action UK.

practicing teachers and
diploma level courses are
being designed.
Certificate Courses in the Dyslexia Action UK.

Teaching of Children with
Dyslexia.
Table 6: Courses dealing with dyslexia in general (INSETT)

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2.1.3.3. Other courses dealing with SpLD or SEN (INSETT)
No courses in inservice-teacher training that are not listed under other headings were found
in Poland and the UK.
The courses found in the other countries are listed in the table below.

Czech Republic Specific nature of SpLD a four-hour course aimed at
at lower secondary level SpLD but not with regard to
foreign language teaching)
Preventing low achievement Five-hour course for pre-

and SpLDs at pre-school school teachers
age.
Developing sensual Six-hour course for pre-

perception with pre-school school teachers
children to prevent SpLDs
Restless child - a problem Part of the course is devoted

called ADHD to SpLD including dyslexia
as an accompanying feature
of ADHD/ADD.
Specific learning and Six-hour course dealing with

behaviour difficulties, SpLD in general.
possible remedies
How can we diagnose SpLD Six-hour course for pre-

at pre-school age? school teachers.
Germany Training Courses for school All school types.

psychologists

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Training Courses for Secondary schools.

counsellors
Relevant Intervention All school types.

Approaches to Social
Anxieties
Theory and Practice of Correspondence courses.

Integrative Learning
Therapy
Hungary Catering for individual 30-hour course.

differences in the classroom
Student with social, 30-hour course

behavioural and learning
difficulties
Table 7: Other courses dealing with SpLD or SEN (INSETT)
As for Poland, we checked the courses offered by the institutions devoted solely to in-service
teacher training, such as local and national methodological centres:
National level: Orodek Rozwoju Edukacji (ORE) (Centre for Education Development):
http://www.ore.edu.pl/
ORE provides up-to-date information on the legal educational status of students with SEN
(including dyslexia), organizes courses and offers numerous downloadable materials on how
to enhance the effectiveness of education with regard to students with SEN, including specific
difficulties in learning to read and write dyslexia. It needs stressing though that the actions
undertaken by ORE refer more generally to SEN (with dyslexia included as part of SEN) and
are not specifically directed to foreign language teachers but to teachers in general. All
materials and courses are in Polish.
National level: Polskie Towarzystwo Dysleksji (PTD) (Polish Dyslexia Association):

http://www.ptd.edu.pl/

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PTD provides information on the legal educational status of students with dyslexia, organizes,
workshops, courses and conferences on how to enhance the effectiveness of education with
regard to students with dyslexia. Again, no courses are offered specifically to teachers of
English as a foreign language. All materials and courses are in Polish.
Regional level: Wojewdzki Orodek Metodyczny (WOM), Opole (regional methodological

centre): http://www.wom.opole.pl
School support system for SEN students workshops (14 hours) for teachers but not
specifically for foreign language teachers. The aim is to develop teachers' skills to
recognize and understand the needs of SEN students and to develop school support
documents.
2.1.4. Legal documents providing for dyslexia and dyslexic students
2.1.4.1.Dyslexia in legal documents and ministerial regulations
In Austria there is no specific legislative document for the assessment of dyslexic students in
any type of school.The most important document for the assessment of dyslexic students is
the legislation of the performance appraisal, which emphasizes that correct spelling should not
be the only criterion when assessing students and it is listed as the fourth most important
assessment criteria. The document also emphasises the importance of oral exams. Dyslexic
students can still pass their exams if they perform satisfactorily in oral exams despite
performing poorly in written exams. The Ministry of Education provides recommendations
and guidelines on the assessment of students with dyslexia. Recommendations differ for each
county in Austria. Recommendations from the ministry of education include the allowing
dyslexic students additional time at exams, the use of dictionaries and electronic language
aids, for example, electronic spell checks. There are no ministerial regulations or documents
concerning language exams.
In the Czech Republic Act No. 561/2004 Coll. on all levels of education (esp. Section 16
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Education of Children, Pupils and Students with Special Educational Needs) states that
the special educational needs of children, pupils and students shall be catered for by the
school. Children, pupils or students with special educational needs shall be entitled to an
education the content, form and methods of which correspond to their educational needs and
possibilities, to the providion of conditions enabling such education and on the advisory
assistance of the school. When admitting disabled pupils and students, and pupils and students
who are disadvantaged in terms of health conditions, and when such pupils and students
complete their education, adequate conditions corresponding to their needs shall be specified.
The head teacher may, in exceptional cases, prolong the length of secondary and tertiary
professional education, however not more than by two years, for individual disabled pupils or
students.
Ministerial regulation 72 on providing advisory services in schools and 73 on education of
pupils and students with SEN and talented pupils and students guarantee supportive measures
for children with any special needs (including dyslexia) supportive measures are defined as
special textbooks, didactic materials, services of pedagogical-psychological centres, providing
a specialized teacher, decreasing the number of students in a classroom or other measures
considering special needs of a particular student. The document is valid for all types of
schools.
In Hungary students with special educational needs can study in special institutions or
together with other students (Education Act, 1993, 30. (2) )
The Education Act (1993) is the most relevant source of information concerning the rights of
Hungarian dyslexic students. However, it is confusing that the word dyslexia itself is not used
in the act. We can read about the rights of students with special education needs and about the
rights of students with social, behavioural and learning difficulties (this term refers to
students who have either social, behavioural or learning difficulties, and not to students who
have the three difficulties at the same time) It is a highly controversial question in Hungary
whether there are dyslexic students among students with learning difficulties. (Before 2007
the diagnosis of students with learning difficulties often contained the word dyslexia, and
student with learning difficulties were eligible for the same governmental financial support as
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students with special educational needs (the financial support was given to the school not to
the student). Since 2007 students with social, behavioural and learning difficulties are no
longer eligible for extra governmental financial support, and the distinction between the two
categories is emphasized. However in public education students with social, behavioural and
learning difficulties are entitled to the same accommodations as students with special
educational needs. In terms of English, it means that students belonging to both categories can
be exempted from the evaluation of their foreign language studies. Even if we agree with the
claim that students with learning difficulties are not dyslexic, as language teachers we cannot
turn a blind eye to the difficulties of these students and we cannot ignore the fact that these
students have indeed great difficulties since they are often exempted from the evaluation of
their foreign language.
The category of students with special needs are defined as the following:
"Students with special needs are
a. students with physical, sensory, mental disabilities, speech impediment, autism, students
with multiple disabilities and students with permanent and severe disorder of the development
of cognitive functions
b . students with severe disorder of the development of cognitive functions.
(Educational Act,. 121. (1).29. a) and b)
"permanent and severe disorder of the development of cognitive functions" and "severe
disorder of the development of cognitive functions" refers to dyslexia, but the law does not
state it explicitly. Moreover, it is often debated how the two categories can be distinguished in
a valid way, and it is often questioned how scientific these categories are.
At Hungarian universities a language exam is a graduation requirement. According to the
2006 (IV. 05.) Governmental decree 18. , dyslexic language learners can be exempted from
the oral or the written part of the language exam (as a graduation requirement) if she is unable
to pass that exam part because of her disability (according to this legal document dyslexia is a
disability).
Complete exemption is also possible according to the Higher Education Act (2005) 61 , 1).
When it is warranted, disabled students can be exempted from the foreign language
graduation requirement. (According to the Higher Education Act dyslexic students belong to
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the category of disabled students.)

The New Higher Education Act which will come into force in September 2012 states that
disabled students can be exempted from the language exam graduation requirement (49, 8).
Higher education institutions give extra points for language exams at the entrance exam,
therefore dyslexic language learners without language exam are at a disadvantage. According
to the current legal regulations about higher education, disabled students get extra points at
the entrance exam in higher education. This way a dyslexic student may lose some points
because s/he does not have a language exam, but s/he also get extra points because s/he is
dyslexic.
It is not yet known if this practice changes from September 2012 or not.
Language exam centers should provide equal opportunities for disabled exam takers by
providing appropriate circumstances for them: 137/2008. (V. 16.) governmental decree about
language exams. However it is not defined what the appropriate circumstances are for
students with different kind of disabilities. (A list of recommendations for language exam
centers was prepared by Judit Kormos and Agnes Imrene Sarkadi in 2008 about
accommodations for dyslexic exam takers).
On the basis of the diagnosis issued by the National Committees for Assessing Learning
Abilities and Rehabilitation (in case of students with special educational needs), or by
educational counsellors (in case of students with social, behavioural and learning difficulties).
the head of the school can exempt the students with special educational needs and students
with social, behavioural and learning difficulties from the assessment of certain subjects or
from certain parts of school subjects ( in case of language learners it means they can be
exempted from spelling, or from the assessment of their written/oral performance). This
section of the Education Act also states that if a student is exempted from the the assessment
of certain subjects or from certain parts of school subjects , she should take part in individual
therapy to overcome her difficulties. (Unfortunately most of the cases these lessons only focus
on native language skills and do provide help to overcome difficulties in foreign language
learning).
It should be noted that a new Education Law was accepted in December 2011. It will come
into force in September 2012. This legal document does not speak about exemption from
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assessment but about alternative verbal assessment instead of marks, and only in case
of students with special educational needs(and not in the case of students with social,
behavioural and learning differences). It does not list partial exemption from school subject
and accommodations at school leaving exams are not mentioned either. We presume there
will be a number of amendments to the Education Act before it comes into force, and the
rigths of students in need of special attention will be discussed in more detail. However, if
students with social, behavioural and learning difficulties should indeed be assessed the same
way as other students, and students with special educational needs should be given verbal
assessment, it means that our project will be extremely important for Hungarian language
teachers, who will have to face the challenge of teaching and assessing formerly exempted
dyslexic students. The studies focusing on exemption indicated that teachers ,and student
often interpret exemption from assessment as an exemption from teaching, studying (Sarkadi
& Kormos, 2010).
In Germany (Bavaria) The Promotion of Students with Special Learning Difficulties was
released on November 16, 1999 and amended on February 25, 2000 by the Bavarian Ministry
of Education.
This ministerial regulation deals with the definition and specification of difficulties in the
field of reading and spelling, the diagnosis, the assistance measures and the assessment of
students with dyslexic problems. Specific information given in this document will be referred
to in the following subchapters.
In Poland several ministerial regulations concerning educating students with SEN and
organizing psychological-pedagogical help for them were introduced by the Polish Ministry
of Education in 2010.
The most important one (November 17, 2010, Dz. U. Nr 228, item 1491) concerns the
conditions and ways of assessing, classifying and promoting students as well as conducting
external examinations in public schools. This particular document:
refers to all types of schools,

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introduces a new definition of SEN,
specifies the time when an opinion stating specific difficulties in learning

has to be issued by the psychological-pedagogical centre (dyslexia has to
be diagnosed no sooner that at the end of the third grade of primary school
and no later than by the end of six grade of primary school)
makes all teachers obliged to individualise their work with SEN students
during both compulsory and facultative classes
makes all teachers obliged to accommodate educational requirements

towards individual developmental and educational needs and psycho-
physical abilities of all SEN students who are granted psychological-
pedagogical help
describes new competences of headmasters with reference to

accommodating the conditions of external exams (headmasters choose
from the list of possible accommodations provided by the director of
Central Examination Commission and grant them to individual SEN
students depending on their needs).
Another regulation concerns assistance and supportive measures granted to children with
special educational needs (SEN) ( November 17,2010, Dz. U. Nr 228, item 1487).
This act guarantees free supportive measures in cooperation with parents, pedagogical
psychological centres and other institutions. It may take the form of:
therapeutic classes
compensatory, remedial classes
other.
The act also guarantees early diagnosis, planning and carrying out supportive actions for SEN
students.
The written opinion/diagnosis issued by the pedagogical-psychological centre is a basic
document that allows teachers to accommodate and adjust the requirements to fit the specific
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needs and learning abilities of a particular student. It may be issued no earlier than at the end
of the third grade of primary school and no later than by the end of primary school.
This written opinion also legitimises accommodating teaching methods as well as the
conditions for taking class tests and school-leaving exams. It applies to all types of schools.
The situation in the UK is specific as English as a second/foreign language teaching is not

part of the curriculum.
In the UK the relevant documents are Department for Education and Science (DES)
(1981) Education Act. London: HMSO and Disability Discrimination Act. (2005) London:
HMSO.
Most relevant duties of schools and education providers are to:
mesh with existing development plans of schools and post-16 institutions to take
account of the particular barriers to achievement for disabled children and young
people
provide a framework to consolidate education provision for disabled children and
young people
help widen participation and retention in further and higher education
create an emphasis on equality of opportunity for disabled children and young
people and give greater imperative to schools and local authorities to implement
the planning duties imposed by the SEN and Disability Act 2001
lead to an increase in the representation of disabled people in the teaching
profession and the retention of staff who become disabled
encourage education institutions to think and plan strategically about other
disabled stakeholders, including parents and people using school premises, as well
as promoting greater knowledge and understanding of disability amongst all
learners with benefits to society at large.
Schools had to prepare an accessibility plan based on the new law.
Some other relevant documents in the UK are:
Department of Education and Science (2001) Guidance to Support Pupils with Dyslexia and
Dyscalculia (No. DfES 0512/2001) London: HMSO

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In 2009, a review of the situation of dyslexic students was carried out and action was
proposed. Sir Jim Roses review on the identification and teaching of children with dyslexia
made the following conclusions and recommendations:
Training 4000 specialist teachers in dyslexia over the next two years;
Boosting early identification (eg. from Year 1) and effective intervention for pupils
with dyslexic difficulties;
Making provisions for dyslexia awareness training for existing teachers;
Putting more special educational needs training into initial teacher training courses;
Acknowledging the need for specialist teachers and 1:1 interventions for severely
dyslexic pupils;
School should build a positive dialogue with parents and provide relevant information
for them;
Schools should provide support for children with dyslexia at transfer to secondary
school;
Continuing Helpline advice for parents and teachers.
Access arrangements are provided in exams (see the specifications of the Office of
Qualifications and Exams Regulations (http://www.ofqual.gov.uk/).
2.1.4.2. Assessment of students with dyslexia in legal documents

In Austria there is no specific legislative document for the assessment of dyslexic students.
The most important document for the assessment of dyslexic students is the legislation of the
performance appraisal, which emphasises that correct spelling should not be the only criterion
when assessing students and is listed as the fourth most important asessment criteria. The
document also emphasises the importance of oral exams. Dyslexic students can still pass their
exams if they perform satisfactory in oral exams despite performing poorly in written exams.
The ministry for education provides recommendations and guidelines on the assessment of
students with dyslexia. Recommendations differ for each county in Austria.
Recommendations from the Ministry of Education include the allowing dyslexic students
additional time at exams, the use of dictionaries and electronic language aids, for example,
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electronic spell checkers.
In the Czech Republic the students must be assessed in compliance with Act No. 561/2004
Coll. on all levels of education (esp. Section 16 Education of Children, Pupils and Students
with Special Educational Needs).
When evaluating pupils and students with special educational needs the nature of their
disability or disadvantage must be taken into account. The assessment types include
classifying grade (mark)
verbal assessment (must be recommended by the pedagogical
psychological centre, asked for by the legal representative and approved by
the head of the school
combination of the above mentioned types
with regard to a pupil with a learning disability the head teacher shall
decide on using verbal evaluation upon the request of the pupils statutory
representative.
The educational results of pupils attending special basic schools shall be evaluated verbally.
In school leaving exams the students are entitled to get extra time when needed.
In Germany, as far as foreign languages are concerned, the students evaluation will focus on
oral activities. The students reading and spelling should not be evaluated. Dyslexic students
will be allotted up to 50% more time for their assessment.
The balance weight of oral and written performance in students with dyslexia is 50%
oral/50% written performance. For other students it is 33% oral/66% written performance.
The mark of an unannounced test will not be included in the scoring of oral examination (3.2.
Fremdsprachen Foreign languages).
As for school leaving exams, the marks on the certificate at graduation of a certain school will
be in accordance with the legal requirements stipulated in the regulations of that particular
school. On the certificates it will be mentioned that the orthography was not under review due
to the dyslexia diagnosis. Therefore before the upper level at Gymnasium or at the latest
before entering the 9th grade at Realschule dyslexic students have the possibility to notify in
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writing that they will not receive any assistance measures and any compensation for
disadvantages in the remaining period of school years as well as in the school-leaving/final
exam.
According to Dyslexia-Edict in Bavaria (Legasthenie-Erlass Bayern) the teachers of
foreign languages should have in view that:
they should allow dyslexic students up to 50% more amount of time for
completing their tasks
they should focus on oral assessment (the dyslexic students are exempted
from written assessment, such as dictations; voluntary participation on
written tests will be verbally assessed).
they must provide supplementary assistance to dyslexic students.
they should not mark dyslexic students reading and spelling.
In Hungary according to the Education Act (1993. 30. (9) if a student is exempted from a
school subject which is the compulsory part of the school leaving exam, she is permitted to
chose a subtitute subject at the school leaving exam. Extra time should be provided and
technical aids can be used (computer, calculator). Written tasks can be substituted by oral
tasks and vice versa. For a more detailed account of the situation in Hungary see chapter
2.1.4.1.
In Poland the Ministry of Education issued regulations concerning conditions and ways of
assessing, classifying and promoting dyslexic students. (April, 30, 2007, Dz.U. 83, item 562
with the recent changes on November, 17, 2010, Dz. U. Nr 228, item 1491).
Teachers of all school types are obliged to accommodate and adjust their requirements on the
basis of the written opinion from the pedagogical-psychological centre to match the individual
needs and learning abilities of a student with special educational needs.
School headmaster has the right to dismiss a student with a diagnosed deep developmental
dyslexia from second foreign language classes.
The list of possible accommodations for SEN students at school-leaving exams is provided by
the director of the Central Examination Commission. There are four such exams: after
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primary school, after lower secondary school (gymnasium), after higher-secondary school
(lyceum) matura exam and an exam confirming job qualifications. Headmasters choose
from the available accommodations and grant them to SEN students depending on their needs
and the type of exam.
Possible accommodations include:
marking the answers to closed questions on the exam sheet instead of on
the answer sheet,
extended time,
noting down the answers on computer only in the cases where poor
graphic level of writing makes it impossible to read the answers to the
exam questions,
using the help of assisting teacher who notes down the answers to open
questions (only in the case only in the cases where poor graphic level of
writing makes it impossible to read the answers to the exam questions),
using the help of assisting teacher who once reads aloud all the 250 word
and longer passages which constitute the bases for the exam tasks to a
given student before the student gets to work (only in the case of severe
dyslexia which makes reading and hence understanding of the reading
passage impossible)
applying specific criteria for assessing the answers to open questions
(applies to Polish, foreign languages and mathematics).
UK
Each high-stakes commercial language exam has its own access arrangements in the UK (e.g.
Cambridge ESOL exams, Trinity exams, Pearson Educational exams). These exam
arrangements are based on the specifications of the Office of Qualifications and Exams
Regulations (http://www.ofqual.gov.uk/). A brief list of available accommodations that
pertain to any exam taken under the auspices of Ofqual including school leaving (GCSE and
A level exams) as well as professional qualifications exams is the following:
alternative accommodation (away from centre)
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computer reader
examination on coloured/enlarged paper
extra time of up to 25 per cent
extra time of up to 25 per cent with supervised rest breaks
extra time over 25 per cent
live speaker for pre-recorded examination components
modified papers
oral language modifier
practical assistant for practical assessments
practical assistant for written papers
reader
scribe/voice activated computer system/voice input system
sign language interpreter
supervised rest breaks
transcript.
Understandably, some of these do not refer to language exams as they would be considered
modifications that change the underlying construct that is being measured in the exam. High-
stakes language proficiency examinations offered in the UK vary quite considerably in the
kind of accommodations they offer though.
2.1.4.3. Dyslexia in national curricula
In Austria there is no specific legislation for the assessment of dyslexic students in the
national curricula. The most important document for the assessment of dyslexic students is the
legislation of the performance appraisal. This legislation highlights that the correct spelling of
words should not be the only or main criteria when assessing students. The correct spelling of
words is listed as the forth most important criteria in the assessment of students.
In the Czech Republic, RVP the Framework Educational Programme is the national
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curriculum binding for all types of schools. It aims to provide students with key competences
and for that it assumes using various teaching methods and techniques to ensure lifelong
learning of a student. The key competences include communicative, problem-solving,
learning, work, social and civil competences. Different categories of learners with SEN
(including dyslexia) are specifically mentioned in the curriculum. Teachers should respond to
individual needs of the pupils, to the current state of their knowledge and provide them with
effective support. However, the formulation is vague and overly general.
School education programmes based on the Framework Educational Programmes are
designed by schools. The teachers who develop and follow school educational programmes
should, according to the Ministry of Education, educate the pupils so that they are able to
benefit from their individual capacities, to base the education on the prevailing interests,
capabilities and limits.
There is no national curriculum in Germany. Education policy in Germany is one of the main
tasks of the 16 partly sovereign constituent states. For Bavaria there is one regulation
(Dyslexia-Edictin Bavaria =Legasthenie-Erlass Bayern).
This Dyslexia-Edict basically distinguishes between three different type sof dyslexia:
Legasthenie (dyslexia) where about 4% of the students are concerned, Lese und
Rechtschreibschwche (temporary dyslexia) with about 7-10 % of the students concerned
and Allgemeine Lese- und Rechtschreibschwche bei sonderpdagogischem Frderbedarf
(dyslexia due to general special needs). The statements in this publication will refer to the part
of the regulation dealing with dyslexia.
In Hungary the 2/2005. (III. 1.) decree of the Ministry of Education contains directives on
how to apply the national curricula in case of students with special educational needs. The
decree lists dyslexia among disabilities related to speech, it states that in case of dyslexic
language learners auditive methods should be favoured, it states that these students should
attend speech therapy.
Another section of the same decree classifies dyslexia as a disorder resulting from atypical
psychological development (together with ADHD, dyscalculia, dysgraphia). This section also
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states that auditive methods should be favoured in language teaching. The decree does not
contain any directives in connection with students with social, behavioural, and learning
difficulties.
The school curricula should contain a teaching program for the development of the students
with special educational need which is appropiate considering the disability and the severity
of the disability. 2/2005. (III. 1.) decree of the Ministry of Education.
The school curricula may provide extra time for fulfiling the requirements of a certain grade
than the duration of the school year.
In Poland there is a very general statement included in the core curriculum for primary
schools that assistance and pedagogical-psychological support must be provided for students
who need it in order to meet the requirements of primary level.
Teachers of all school types are obliged to accommodate and adjust their requirements on the
basis of the written opinion from the pedagogical psychological centre to match the
individual needs and learning abilities of a student with special educational needs
Students with diagnosed developmental dyslexia have the right to take the school leaving
exams in the form that was recommended in the written opinion from the pedagogical
psychological centre. They have the possibility to write in capital letters or take the exam in a
separate room. Extra time may be provided. For students with poor graphic level of writing
that makes it impossible to read the answers to the exam questions a computer may be
provided.
2.1.4.4. Documents provided by pedagogical-psychological centres (e.g. individual

education plan)
In Austria the guidelines from the Ministry of Education make recommendations that class
room teachers should individualise the curriculum towards the abilities of dyslexic students.
In most counties remedial courses are available to support dyslexic students but this is not
compulsory.
The assessment of dyslexic students is generally undertaken by a school psychologist. Pupils
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are often referred to the school psychologist by classroom teachers. There are no national
guidelines for the assessment of dyslexic students by school psychologists. Only if a student
has been assessed as being dyslexic by a school psychologist, recommendations are made to
classroom teachers to adapt their teaching and assessment methods to the needs of the
dyslexic student, according to the recommendations of the ministry of education, for example,
the allowance of additional time at exams, more emphasis on oral assessment or exams, etc.
In the Czech Republic, if a student is included in a state/standard school, they have their
individual plan (regulation 73/2005 Coll.), which includes the data on the pupil/student,
diagnosis and activities suggested for the individual learning areas.
A child is sent for diagnostics to a pedagogical psychological centre by their class teacher
(who suspects the child has SLD). Head teachers may, after receiving in writing the
recommendation of a pedagogical-psychological centre, in the case of a minor pupil with
special educational needs or being extraordinarily gifted, at the request of his/her statutory
representative, or in the case of a pupil who is of legal age or a student with special
educational needs or being extraordinarily gifted, at his/her own request, permit education
according to an individual educational plan. With regard to secondary or tertiary professional
education head teachers may permit education according to an individual educational plan
also on the basis of other serious reasons.
The organisation of teaching and learning then demands special management: special
approaches, tempo, individual approach, preference of oral methods, decreased number of
students in the classroom, mutual communication between the school and the family, and
using didactic tools.
In Germany a diagnostics certificate issued by a paediatrician and adolescent psychiatric

specialist, a socialpaediatric centre or authorised trained specialists (professional
paediatricians, psychotherapists for children and young people) in collaboration with the
school psychologist who is in charge of the validity of all documents is required. The school
psychologist analyses the records and informs the school of the final decision;

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dyslexia diagnosis is valid throughout the period of time allocated for each
school type;
in case of transfer the documents should be reissued or must be validated;
after an appropriate amount of time (Kultusministerium suggests the 8th
form) the parents can request a new examination which can be followed by
new recommendations;
the students have the possibility to decide by themselves on admission to
upper level schools.
In Hungary National Committees for Assessing Learning Abilities and Rehabilitation

diagnose students with special educational needs, educational counsellors diagnose students
with social, behavioural and learning difficulties.
In their recommendations, they refer to the accommodations provided by the educational act.
In Poland the Ministry of Education issued regulations concerning assistance and supportive
measures to children with special educational needs (SEN) ( November 17,2010, Dz. U. Nr
228, item 1487).
All school teachers have the obligation to observe and identify the educational needs of their
students. If a particular student requires special support and assistance, the school headmaster
appoints a team of teachers and specialists whose task is to establish the type and scope of
support necessary for the student. Then the school headmaster together with the team of
teachers and specialists decides on the ways to accommodate the teaching requirements for
the particular student including time, additional meetings with teachers and specialist,
compensatory classes etc.
Several documents are introduced in the new regulation, for example:
Karta Indywidualnych Potrzeb Ucznia (Card of the individual students needs); Plan Dziaa
Wspierajcych (PDW - Supporting activities plan); Indywidualny Program Edukacyjno
Terapeutyczny (IPET - Iindividual educational-therapeutic program). These documents are
prepared by the team who plan and coordinate psychological-pedagogical help support for a
given student. Specialists working in pedagogical-psychological centre are invited by
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headmasters to become members of such teams together with teachers, special teachers and
parents.
In the UK certified experts provide recommendations for the kind of allowance the student
needs, including accommodations and support in exams, academic progress and assessment.
Certified psychologists are allowed to diagnose dyslexia and SpLDs. Only experts who hold a
Practicing Certificate in Assessment are allowed to submit relevant documentation for
Disabled Student Allowances. In primary and secondary schools, teachers prepare the school-
based documentation before the official diagnosis. They also prepare the individual education
plan in the public school system.
2.2. Questionnaire survey findings
2.2.1. Respondents background
The first set of items in the questionnaire focused on collecting information about
demographic characteristics of the respondents, namely about the types of schools
respondents teach at, number of years in teaching, age of their students, country in which they
teach or are doing their teacher training courses. The following tables sum up the results of
this part.
TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIFIC

LEARNING DIFFICULTIES
I teach at (more than one answer is possible)
Response Response
Answer Options
Percent Count
primary school 36,7% 151
lower-secondary school 34,2% 141
upper-secondary school 35,0% 144
college, university 16,5% 68
language school 20,1% 83
answered question 412
skipped question 2
Table 8: Level of schools respondents teach at

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Table 8 shows that most respondents teach at primary and secondary schools but we also have
respondents who teach at tertiary level or at language schools. It should be noted that some
respondents teach at more than one institution.

I have been teaching for
Response Response
Answer Options
Percent Count
less than 2 years 14,6% 60
3 -5 years 18,2% 75
6 -10 years 16,7% 69
more than 10 years 50,5% 208
skipped question 2
Table 9: Number of years in teaching
Table 9 shows the length of the respondents teaching practice. More than 50% of the
respondents have been teaching for longer than 10 years which indicates that we have a large
proportion of experienced teachers in the sample.

Most of my students are aged (more than one answer is possible)
Response Response
Answer Options
Percent Count
up to 5 years 4,1% 17
6 -10 years 25,7% 106
10 -15 years 45,6% 188
15 -19 years 44,7% 184
20+ years 30,3% 125
skipped question 2
Table 10: Age of students taught by respondents

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Most of our respondents teach students between the ages of 10 to 15, i.e. the age when foreign
language learning is compulsory in all partner countries.

I have taught / am going to teach English next year (more than one answer is
possible)
Response Response
Answer Options
Percent Count
in classes where there are no dyslexic students 27,4% 113
in classes where some of the students are dyslexic 63,8% 263
in classes specialized for dyslexic students 2,2% 9
in classes with students who are exempted from
6,3% 26
assessment because they are dyslexic
dyslexic students in one-to-one sessions 5,6% 23
I do not yet know what classes I will teach next year 28,2% 116
skipped question 2
Table 11: Presence of dyslexic students in respondents classes
A great majority of the respondents stated they teach or are going to teach in mainstream
classes where there are some dyslexic students. The second largest group (over a hundred of
respondents) believes there are no dyslexic students in their classes, which is a very
interesting finding that can be interpreted as an indication of a lack of ability to identify
dyslexia.
2.2.2. Respondents knowledge and experience with dyslexia
The second set of questions aimed at finding information about the actual knowledge and
experience the respondents have with dyslexia, about the ways in which they approach
dyslexic students in their language classes and about their knowledge and practical use of
different kinds of accommodations in teaching and assessment that the students with dyslexia
are entitled to. It also served to identify the pre-service and in-service training they were given
on teaching dyslexic individuals. A detailed overview of all the answers is available in
Appendix V.
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Chart 1: Item analysis
Chart 1 shows the percentages of respondents answers to particular questions. More than
80% of the respondents agreed with items 5 and 11 (adding responses of definitely true of
me and mostly true of me) stating that they would appreciate more information about
teaching methods and if these were available, they would definitely use them. In item 20 three
quarters of respondents were interested in further training in the field of teaching English to
dyslexic students. Almost 70% of respondents in items 6, 7, 14 and 15 claimed they were
aware of the difficulties dyslexic students are facing in foreign language learning. They stated
they were able to define the term dyslexia and would allow for extra time in writing tasks and
assess dyslexic students orally.
The lowest number of respondents agreed with the statement in item 19 which means that the
respondents were not familiar with the accommodations dyslexic students are entitled to in
taking foreign language proficiency exams. Almost an equally low percentage agreed with the
statements in items 3, 4 and 9, i.e. respondents have not developed their own techniques for

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teaching English to dyslexic students, have not learnt how to teach English to dyslexic
students, and did not know how to develop learning strategies of their dyslexic students (see
Chart 1).
Construct validity of the questionnaire was assessed using factor analysis (see also Appendix
III). The analysis divided the items into five interrelated categories that are presented in
Table 12:
Category 1: Familiarity with 9) I know how to develop learning strategies of my dyslexic
students.
dyslexia:
10) I know how to assess my dyslexic students.
16) I know how to apply the principles of multisensory
learning.
17) I am familiar with the accommodations dyslexic students
are entitled for in English language lessons.
are entitled for at the national school leaving exams.
are entitled in taking foreign language proficiency exams.
Category 2: Needs for further 5) I feel the need for more information on the language
teaching methods to be successfully applied with dyslexic
training/information
students.
6) I am aware of the difficulties dyslexic language learners
experience in learning English as a second/foreign language.
11) If there were materials on the language teaching methods
helping dyslexic students, I would read them.
20) I am interested in further training in the area of teaching
English to students with dyslexia.
Category 3: Dyslexia in TT 2) I learnt about dyslexia during my studies at
college/university/other teacher training institutions.
4) I learnt about how to teach English to dyslexic students in
my courses at college/university teacher training institutions.
7) I can define the term dyslexia.
Category 4: Accommodations of 13) I do not assess the spelling of dyslexic students.
14) I provide extra time for dyslexic students do a written task.
dyslexic students in practice
15) If it is necessary I assess my dyslexic .
Category 5. Experience with 1) I often encounter dyslexic students in my daily work.

3) I have developed my own techniques for teaching English
dyslexic students
to dyslexic students
8) I can recognize a dyslexic student in my English language
class.
12) I know what to do if I think that one of my students is
dyslexic.
Table 12: Five categories of factors

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All the data were also analysed by the method of statistical dispersion and the obtained
results were related to independent variables, namely to the country and the number of years
of teaching practice.
As for the differences between the researched countries, they were first related to the total
score of all 20 questionnaire items. Then the differences between the countries were also
related to their scores in the five categories which resulted from the factor analysis.
Chart 2: Influence of individual countries on the respondents knowledge and experience with
dyslexia
When evaluating the influence of individual countries on the respondents knowledge and
experience with dyslexia, no significant differences betwen particular countries were
identified. (F = 0,91; p = 0,48)1.
1
F expresses the value of the dispersion analysis and p the level of importance. If p is less than 0,05,
we can consider the difference as significant.

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When evaluating the influence of particular categories, no significant differences among the
individual countries were found in Category 1 (Familiarity with dyslexia), Category 2
(Needs for further training / information ) and Category 5 ( Experience with dyslexic
students).
The high scores of all the countries achieved in Category 2 can be interpretted as an indication
of the need to access further resources related to the teaching of dyslexic students, for
example more information about teaching methods.
In case of Category 3 (Dyslexia in teacher training) we identified a significant difference in
the results between the Czech Republic and Germany (F = 3,66; p < 0,01), with the highest
score achieved by the Czech respondents and the lowest by the respondents from Germany.
With regard to the results of the desk research, this difference is not surprising. There were no
courses related to dyslexia in general or in foreign language teaching in the researched pre-
service teacher training institutions in Germany. On the other hand, many Czech
respondents were graduates from one of the researched universities where there were
a number of courses dealing with dyslexia (even if mostly on a general level, not specifically
focusing on foreign language teaching and learning)..
Also in Category 4 (Accommodation of dyslexic students in practice), a significant

difference (F = 2,35; p < 0,05) was found, this time between Hungarian respondents (highest
score) and German respondents (lowest score). The results may be explained by the fact that
many Hungarian respondents were familiar with the accommodations as they had attended
a course offered by Hungarian members of the consortium (see the findings of the desk
research, namely chapter 2.1.2.1.
Another variable that was analysed was the length of teaching practice of the respondents.
The method of statistic dispersion revealed a significant difference when related to the score

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of all the 20 items of the questionnaire (F = 3,97; p < 0,01). Post-hoc test revealed
a difference between teachers teaching less than two years and teachers teaching 3-5 years
and also teachers teaching more than 10 years. The highest score was achieved by the group
of teachers teaching the shortest and the lowest score by the teachers teaching the longest (see
Chart 3).
Chart 3: Influence of length of teaching practice on respondents knowledge and experience
This finding can be considered very important from the point of view of the current project as
it indicates that teachers with the longest teaching practice (probably qualified earlier) were
not informed about dyslexia during their pre-service training whereas the teachers with
a relatively short teaching practice (probably qualified recently) had at least some encounter
with these issues during their pre-service training. We may also assume that the ability to
accommodate dyslexic learners in the foreign langauge classroom does not develop
automatically with the length of teaching practice, in other words, it is not intuitive. Thus the
need to develop high quality training materials is well justified.

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2.2.3. Further training
The third set of items focused on the respondents interest in further training related to
dyslexia and the needs of FL teachers, which such a training should address, including its
format, content and particular topics teachers expressed their interest in. More than 95
respondents claimed they are interested in further training in the area of teaching English to
students with dyslexia.

In a training course on dyslexia I would like to learn about the following (please tick
the topics you would find relevant, more than one answer is possible).
Response Response
Answer Options
Percent Count
nature of dyslexia 29,2% 106
learning difficulties associated with dyslexia 53,7% 195
the problems dyslexia causes in language learning 71,6% 260
the assessment of dyslexic learners in the language
64,7% 235
classroom
how dyslexia is diagnosed 35,5% 129
accommodations the students are entitled for in high-
29,5% 107
stakes exams
language teaching techniques that assist dyslexic
84,6% 307
language learners
general teaching and classroom management tips for
79,3% 288
teaching dyslexic language learners
other topic (please describe what other topics you
4,4% 16
would be interested in)
other topic (please describe what other topics you would be interested
18
in)
skipped question 51
Table 13: Prefered topics in the training course/materials
Table 13 shows the preferences of the respondents in terms of the topics. The topics that
scored significantly higher than others included language teaching techniques that assist
dyslexic language learners, general teaching and classroom management tips for teaching
dyslexic language learners and the problems dyslexia causes in language learning. The
preferred topics are those that have a direct connection with the activities of the teacher in the
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foreign language classroom. Teachers want to understand what the problems of dyslexic
learners are and want to be able to find suitable techniques to accommodate the needs.

An ideal format of familiarizing myself with the methods of teaching a foreign language
to children with specific learning difficulties is:
Response Response
Answer Options
Percent Count
printed self-study materials 16,5% 60
an online learning course 11,6% 42
online resources that I can use for self-study 30,3% 110
face to face training workshop 41,6% 151
skipped question 51
Table 14: Format of the training
Table 14 shows that the two highest scores were achieved by face to face training workshop and
online resources that can be used for self-study.

In a training course I would find the following useful (please tick the topics you would
find relevant, more than one answer is possible).
Response Response
Answer Options
Percent Count
brief lectures 48,8% 177
reading articles 31,1% 113
reading book chapters 17,9% 65
reading online resource materials 39,7% 144
watching videos of classrooms 65,8% 239
listening to/reading interviews with dyslexic learners 50,1% 182
listening to/reading interviews with teachers of
55,9% 203
dyslexic learners
learning how to design language teaching materials
76,9% 279
for dyslexic learners
evaluating language teaching materials designed for
43,3% 157
dyslexic learners
designing lesson plans for classes of dyslexic
59,0% 214
learners
evaluating lesson plans for classes of dyslexic
31,7% 115
learners
skipped question 51
Table 15: Course content

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Three prominent areas were identified in terms of the preferences related to the materials used
in the course, namely learning how to design language teaching materials for dyslexic
learners, watching videos of classrooms and designing lesson plans. The results showed the
respondents need not only for ready-made materials but for a thorough understanding of the
principles of their design (see Table 15).
However, even though the preference for certain items is observable, the respondents were
generally interested in most of the items. This is important for the course structure and
content.
The last question in the questionnaire concerned the interest of the respondents in learning
more about the project and in the teacher training materials outcomes of the project. 95% of
the respondents expressed their interest, which is a very positive result from the perspective of
our project.
3. Conclusions and implications for the project
As for the findings of the desk research in project partner countries, it is obvious that the
opportunities for training dealing with dyslexia in foreign language learning provided on
either a pre-service or in-service level are rather scarce and do not correspond with the current
trends as described in the legal documents and ministerial regulations issued in partner
countries.
At the same time, when studying legal documents we identified a trend to accommodate
dyslexic learners in the classroom, both in terms of instruction and assessment in every
partner country. Interestingly enough, the accommodation that should be provided to dyslexic
learners were specified in the area of assessment whereas the description of accommodations
in the methods of instruction often remained on a rather general level (eg. in Czech Republic.)
Even if the status of dyslexic learners in the legal documents is not always perfectly
unambiguous (the example of a somewhat problematic approach is Hungary) or not clearly
defined on a national level (eg. in Austria), in most countries the legal documents recognize
the special educational needs of dyslexic learners.

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It is obvious that the declaration of the policy in educational documents cannot automatically
guarantee the implementation of the policy in the classroom. Thus the need for an appropriate
framework for teacher training on both pre-service and in-service levels appears to be very
urgent. Without such a framework and suitable teaching materials it is very difficult for
teachers in partner countries to comply with the policies formulated in national educational
documents. Therefore, the planned development of a training course and materials for
teachers that are rooted in the research findings appears to be highly appropriate.
The lack of courses dealing directly with dyslexia in foreign language teaching and those
dealing with dyslexia in general were identified in most of the researched countries especially
in the area of pre-service teacher training. In in-service teacher training the situation was
slightly better but still far from satisfactory. Most courses we found in the available study
programmes and syllabuses concerned specific learning difficulties or other special
educational needs on a rather general level, mostly without a focus on foreign language
teaching.
The results also indicate that the members of the consortium are experienced in the issues of
dyslexia in foreign language teacher training. In several countries the most relevant courses
offered to teacher trainees were either designed by some members of the consortium (esp. in
Hungary) or implemented at partner institutions (esp. in Czech Republic and Poland).
The second part of the research, the questionnaire survey, clearly confirmed the need for a
teacher training framework and materials focusing on foreign language teaching to learners
with dyslexia.
The questionnaire, in terms of its structure, administration and subsequent data analysis
proved to be a reliable tool which helped us to reveal important facts.
We analyzed the data collected from 375 respondents, mostly from the six partner countries
but also from elsewhere. The research sample can be considered well distributed and
representative. The questionnaire respondents almost equally represent teachers of primary,
lower secondary and upper secondary schools.

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A great majority of the respondents teach or are going to teach in mainstream classes where
there are some dyslexic students. The second largest group (over a hundred of respondents)
believes there are no dyslexic students in their classes, which in the view of other
questionnaire items can be interpreted as a lack of ability to identify dyslexia. A similar
percentage (approx. 20%) of the respondents also claimed that they do not encounter dyslexic
students in their classes, a statement that corresponds to the result in the previous item.
As for the knowledge of dyslexia and its impact on foreign language teaching and learning
and familiarity with suitable accommodations, the majority of the respondents stated that their
pre-service and in-service teacher training did not equip them with the necessary information
about dyslexia and did not teach them what a suitable approach to dyslexic students should
look like.
Most of the respondents showed various degrees of, rather on the lower scale, confidence,
knowledge and experience when indentifying, teaching and assessing dyslexic individuals.
95% of the respondents are interested in getting further information and training in teaching
English to dyslexic students.
Implications for the project
Both parts of the research confirmed the need to develop a course and materials that are
planned in the current project.
Course framework as a flexible system
The course should be created as a flexible system that can be appropriated by teacher trainers
in different contexts and can be used in different modalities including a face-to-face course
(prefered by a majority of participants), an online course or a blended course.
The materials should be suitable for both pre-service and in-service training as both of these
levels were identified as equally important in both parts of the research. It is also very
important to include notes for teacher trainers.
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Target groups
The course should be relevant for teachers from all types of schools (primary, secondary,
tertiary and language schools). The majority of our questionnaire respondents came from
primary and secondary schools but we also had teachers from tertiary sector or language
schools who were interested in the project outcomes. Reaching tertiary teachers is especially
important in Hungary where a language exam is part of graduation requirements at
universities.
At the same time, materials should be available for independent self-study which is a format
preferred by quite a large percentage of the survey respondents.
Types of tasks and materials
The effort to develop a course rooted in sound research with a solid theoretical background
should be combined with a careful planning that would respect the respondents preferences
to acquire knowledge, skills and competences that have a direct impact on their classroom
practice. As mentioned in the questionnaires, the teachers prefer a hands-on approach to
training. They want to observe and analyse classroom practices, share experience and develop
and evaluate materials for the lessons. The input preferences include short lectures, reading
articles and listening to experienced teachers.
Reading book chapters and journal articles scored lowest among the course format
preferences, which means the place of these materials in the course will have to be justified
and accompanied with tasks raising the teachers awareness of the impact of the gained
knowledge on their teaching practice.
Availability of course materials
The respondents who expressed their interest in the course materials do not only come from
the six project countries (who will most probably have access to printed materials) but also
from other countries. Thus the website with available materials appears to be an ideal format
for these individual respondents, not to mention its role in the dissemination of the project

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results and materials. The website should also contain materials for teacher trainers who will
be able to offer their own face-to-face training courses.
Apart from teachers in distant localities the website will also be an important source of
materials for in-service teachers who very often lack relevant training and are too busy to get
engaged in online courses.
Exploitation and dissemination
The results of both parts of the research are also beneficial in providing contacts for the
course exploitation and dissemination. The desk research helped us identify relevant pre-
service and in-service teacher training institutions that should be approached in partner
countries when disseminating the project results. Through the questionnaire survey we also
gained a database of more than 200 teachers interested in further information about the
project and the course and their email contacts.

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List of tables and charts

Table 1: Number of respondents from individual countries
Table 2: Courses dealing directly with dyslexia in foreign language teaching (PRESETT)
Table 3: Courses dealing with dyslexia in general (PRESETT)
Table 4: Other courses dealing with SpLD or SEN (PRESETT)
Table 5: Courses dealing directly with dyslexia in foreign language teaching (INSETT)
Table 6: Courses dealing with dyslexia in general (INSETT)
Table 7: Other courses dealing with SpLD or SEN (INSETT)
Table 8: Five categories of factors
Table 9: Level of schools respondents teach at
Table 10: Number or years in teaching
Table 11t 3: Age of students taught by respondents
Table 12: Presence of dyslexic students in respondents classes
Chart 1: Item analysis
Chart 2: Influence of individual countries on on the respondents knowledge and experience
with dyslexia
Chart 3: Influence of length of teaching practice on respondents knowledge and experience
Table 13: Prefered topics in the training course/materials
Table 14: Format of the training
Table 15: Course content

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Appendices
List of appendices
Appendix I: Template for desk research
Appendix II: Needs analysis - questionnaire
Appendix III: Factor analysis
Appendix IV: Distribution of data
Appendix V: Needs analysis overview of results
APPENDIX I - Template for desk research

COUNTRY:
Required qualification of teachers of English

Primary
school*
Lower secondary (age

of Ss)*

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Upper
secondary
(age of Ss)*
College, university
Language
school

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1. Dyslexia as part of teacher training

Courses focusing on dyslexia, SLD and related fields of study
Courses dealing directly Pre-service TT

with
Institution I
dyslexia
Pre-service TT
in FL teaching
institution II
In-service TT
institution 1
In-service TT
institution 2

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Courses dealing Pre-service TT
with dyslexia institution I
Pre-service TT
institution II
In-service TT
institution 1
In-servis TT
institution 2
Courses dealing Pre-service TT
with SpLD (including institution I

dyslexia)
Pre-service TT
institution II
In-service TT
institution 1
In-service TT
institution 2

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Courses related to the Pre-service TT

field of study (SEN)
institution I
Pre-service TT
institution II
In-service TT
institution 1
In-service TT
institution 2
Other courses where Pre-service TT

dyslexia is part of the
syllabus/course content institution I
Pre-service TT
institution II

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In-service TT
institution 1
In-service TT
institution 2

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3. Documents providing for dyslexia and dyslexic students
A. Dyslexia in ministerial regulations and documents***

Types of schools
(inclusive,
special and other)
Assessment
School-leaving exams
Language kams
B. Education Act
Types of schools
(inclusive,
special and other)
Assessment
School-leaving kams
Language kams
C. National curricula
Types of schools
(inclusive,
special and other
Assessment
School-leaving exam

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Language exam
D. School curricula
Types of schools
(inclusive,
special and other
Assessment
School-leaving exam
Language exam
E. Docs. provided by ped.-ps. centres (e.g. individual education plan)
Types of schools
(inclusive,
special and other)
Assessment
School-leaving exam
Language exam
F. Other kinds of documents related to dyslexia
Types of schools
(inclusive,
special and other)
Assessment
School-leaving exam
Language exam
*please, provide a brief summary of the primary and secondary school system as it might vary from
country to country

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**please add sample course annotations or syllabuses or their summary (if they are in national
languages); please, enter the name of the course/annotation in the table and insert the full
syllabus/summary in the appendix
***please specify the type of document and quote (or paraphrase) the provision it makes for dyslexic
students and the particular areas (inclusive or special schools, assessment, exam administration etc.).
****please, consider the following questions: Do language exam centers provide any
accommodations for dyslexic students? Is language exam an entry or a graduation requirement in
higher education? Can dyslexic language learners be exempted from this requirement?

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APPENDIX II - Needs analysis - questionnaire
Dear Colleague,
We would kindly like to ask you to complete a questionnaire, the aim of which is to map the
current situation in teaching English to students with specific learning difficulties. In our
project we focus on dyslexic students, who constitute one of the largest groups of learners
with specific learning difficulties. This questionnaire will be used as an important source of
information for DysTEFL - Dyslexia for Teachers of English as a Foreign Language
international project which aims at increasing the effectiveness and the quality of teaching
English to students with specific learning difficulties.
The questionnaire is anonymous and the information provided in the questionnaire will be
used exclusively for the purposes of this project. Information gained from this questionnaire
will be summarized and no individual results will be reported. The data gained here will be
stored securely. If you would like to receive information about the project and the teacher
training materials we will develop, we ask you to give us your email address at the end of this
questionnaire.
Thank you for the time and effort you invest in completing our questionnaire.
9 January 2012
DYSTEFL CONSORTIUM
Project N 518466-LLP-1-2011-PL-COMENIUS-CMP
This project has been funded with support from the European Commission. This publication
[communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

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Part A. Please tick the statement that describes you best. In some questions more than one
answer is possible.
1. I teach at (more than one answer is possible)
primary school
lower-secondary school
upper-secondary school
college, university
language school
2. I have been teaching for
less than 2 years
3 -5 years
6 -10 years
more than 10 years
3. Most of my students are aged (more than one answer is possible)
up to 5 years
6 -10 years
10 -15 years

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15 -19 years
20+ years
4. I have taught / am going to teach English next year (more than one
answer is possible)
in classes where there are no dyslexic students
in classes where some of the students are dyslexic
in classes specialized for dyslexic students
in classes with students who are exempted from assessment because

they are dyslexic
dyslexic students in one-to-one sessions
I do not yet know what classes I will teach next year
5. I teach in ....................... (please give the name of the country).
6. I am training to be a teacher in .................... (please, give the name of

the country).

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Part B. In this part we will ask you to consider a number of statements referring to working
with dyslexic language learners.
Please, tick the most appropriate number in the scale, where
1 = definitely not true of me
2 = partly true of me
3 = also true and not true of me
4 = mostly true of me
5 = definitely true of me
= not applicable
1. I often encounter dyslexic students in my daily work.

1 3 also 5
2 partly 4 mostly
definitely true and definitely X not
true of true of
not true not true true of applicable
me me
of me of me me
2. I learnt about dyslexia during my studies at college/university/other

teacher training institutions.
1 2 3 4 5 X
3. I have developed my own techniques for teaching English to

dyslexic students
1 2 3 4 5 X
4. I learnt about how to teach English to dyslexic students in my courses at

college/university/teacher training institutions.
1 2 3 4 5 X

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1 2 3 4 5 X
5. I feel the need for more information on the language teaching

methods to be successfully applied with dyslexic students.
1 2 3 4 5 X
6. I am aware of the difficulties dyslexic language learners experience

in learning English as a second/foreign language.
1 2 3 4 5 X

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7. I can define the term dyslexia.

1 2 3 4 5 X
8. I can recognize a dyslexic student in my English language class.

1 2 3 4 5 X
9. I know how to develop strategies of my dyslexic students.

1 2 3 4 5 X
10. I know how to assess my dyslexic students.

1 2 3 4 5 X
10
11. If there were materials on the language teaching methods helping

dyslexic students, I would read them.
1 2 3 4 5 X
11
12. I know what to do if I think that one of my students is dyslexic.

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1 2 3 4 5 X
12
13. I do not assess the spelling of dyslexic students.

1 2 3 4 5 X
13
14. I provide extra time for dyslexic students do a written task.

1 2 3 4 5 X
14
15. If it is necessary I assess my dyslexic .

1 2 3 4 5 X
15
16. I know how to apply the principles of multisensory learning.

1 2 3 4 5 X
16
17. I am familiar with the accommodations dyslexic students are

entitled for in English language lessons.
1 2 3 4 5 X

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1 2 3 4 5 X
17

entitled for at the national school leaving exams.
1 2 3 4 5 X
18

entitled in taking foreign language proficiency exams
1 2 3 4 5 X
19
20. I am interested in further training in the area of teaching English to

students with dyslexia.
1 2 3 4 5 X
20

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Part C. Training needs. In this part of the questionnaire we are interested in what kind of
training you would find useful to help you work with dyslexic language learners.
1. An ideal format of familiarizing myself with the methods of teaching

a foreign language to children with specific learning difficulties is:
printed self-study materials
an online learning course
online resources that I can use for self-study
face to face training workshop
2. In a training course on dyslexia I would like to learn about the

following (please tick the topics you would find relevant, more than
one answer is possible).
nature of dyslexia
learning difficulties associated with dyslexia
the problems dyslexia causes in language learning
the assessment of dyslexic learners in the language classroom
how dyslexia is diagnosed
accommodations the students are entitled for in high-stakes exams
language teaching techniques that assist dyslexic language learners
general teaching and classroom management tips for teaching dyslexic

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language learners
in)
in)
3. In a training course I would find the following useful (please tick

the topics you would find relevant, more than one answer is
possible).
brief lectures
reading articles
reading book chapters
reading online resource materials
watching videos of classrooms
listening to/reading interviews with dyslexic learners
listening to/reading interviews with teachers of dyslexic learners
learning how to design language teaching materials for dyslexic learners
evaluating language teaching materials designed for dyslexic learners
designing lesson plans for classes of dyslexic learners
evaluating lesson plans for classes of dyslexic learners

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4. Thank you for completing our questionnaire.

If you are interested in learning more about our project and in the
teacher training materials we will design, please give your personal
details below:
Name:
Institution:
Email
Address:

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APPENDIX III - Factor analysis
9 0,64
10 0,55
16 0,57
17 0,75
18 0,77
19 0,83
5 0,83
6 0,44
11 0,74
20 0,87
2 0,88
4 0,82
7 0,36
13 0,73
14 0,81
15 0,79
1 0,67
3 0,49
8 0,72
12 0,59
Eigenvalue 6,84 2,49 1,38 1,25 1,07
% of variance 34,19 12,44 6,88 6,27 5,34

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APPENDIX IV - Distribution od data

To measure goodness of fit of sample data the Kolmogorov-Smirnovov test was used the result of
which was d = 0,06; p = 0,15 which indicates a standard normal distribution of the data.

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APPENDIX V - Questionnaire results - overview

The five point scale represented the following anwers:
1- definitely not true of me
2- partly true fo me
3- also true and not true
4- mostly true of me
5- definitely true of me
X where none of the afore mentioned options were applicable.
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I teach at (more than one answer is possible)
Response Response
Answer Options
Percent Count
primary school 36,7% 151
lower-secondary school 34,2% 141
upper-secondary school 35,0% 144
college, university 16,5% 68
language school 20,1% 83
skipped question 2
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I have been teaching for
Response Response
Answer Options
Percent Count
less than 2 years 14,6% 60
3 -5 years 18,2% 75
6 -10 years 16,7% 69
more than 10 years 50,5% 208
skipped question 2
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Most of my students are aged (more than one answer is possible)
Response Response
Answer Options
Percent Count
up to 5 years 4,1% 17
6 -10 years 25,7% 106
10 -15 years 45,6% 188
15 -19 years 44,7% 184
20+ years 30,3% 125
skipped question 2

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I have taught / am going to teach English next year (more than one answer is
possible)
Response Response
Answer Options
Percent Count
in classes where there are no dyslexic students 27,4% 113
in classes where some of the students are dyslexic 63,8% 263
in classes specialized for dyslexic students 2,2% 9
in classes with students who are exempted from
6,3% 26
assessment because they are dyslexic
dyslexic students in one-to-one sessions 5,6% 23
I do not yet know what classes I will teach next year 28,2% 116
skipped question 2

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An ideal format of familiarizing myself with the methods of teaching a foreign language
to children with specific learning difficulties is:
Response Response
Answer Options
Percent Count
printed self-study materials 16,5% 60
an online learning course 11,6% 42
online resources that I can use for self-study 30,3% 110
face to face training workshop 41,6% 151
skipped question 51
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In a training course on dyslexia I would like to learn about the following (please tick
the topics you would find relevant, more than one answer is possible).
Response Response
Answer Options
Percent Count
nature of dyslexia 29,2% 106
learning difficulties associated with dyslexia 53,7% 195
the problems dyslexia causes in language learning 71,6% 260
the assessment of dyslexic learners in the language
64,7% 235
classroom
how dyslexia is diagnosed 35,5% 129
accommodations the students are entitled for in high-
29,5% 107
stakes exams
language teaching techniques that assist dyslexic
84,6% 307
language learners
general teaching and classroom management tips for
79,3% 288
teaching dyslexic language learners
other topic (please describe what other topics you
4,4% 16
would be interested in)
18
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In a training course I would find the following useful (please tick the topics you would
find relevant, more than one answer is possible).
Response Response
Answer Options
Percent Count
brief lectures 48,8% 177
reading articles 31,1% 113
reading book chapters 17,9% 65
reading online resource materials 39,7% 144
watching videos of classrooms 65,8% 239
listening to/reading interviews with dyslexic learners 50,1% 182
listening to/reading interviews with teachers of
55,9% 203
dyslexic learners
learning how to design language teaching materials
76,9% 279
for dyslexic learners
evaluating language teaching materials designed for
43,3% 157
dyslexic learners
designing lesson plans for classes of dyslexic
59,0% 214
learners
evaluating lesson plans for classes of dyslexic
31,7% 115
learners
skipped question 51

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For more information please consult:

www.dystefl.eu
April 2012

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Needs analysis report (WP3)

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University of Lodz, Faculty of Philology,

The Society for Alternative Education, Poland

RCNS HAS Research Centre for Natural Sciences, Hungarian

MU Masaryk University, Faculty of Education,

Volkshochschule im Landkreis Cham e.V., Germany

BEST Institut fr berufsbezogene Weiterbildung

DysTEFL Needs analysis report (WP3)

Executive summary ................................................................................................................................. 7

1.1. Background ................................................................................................................................... 9

1.2. The objectives of this work package ............................................................................................ 9

1.3. Method and process................................................................................................................... 11

1.4. Research sample:........................................................................................................................ 12

2.1. Desk research findings................................................................................................................ 15

2.1.1.1. Primary level ................................................................................................................. 15

2.1.1.2. Lower secondary level .................................................................................................. 18

2.1.1.3. Upper secondary level .................................................................................................. 21

2.1.1.4. Tertiary level ................................................................................................................. 25

2.1.1.5. Language schools.......................................................................................................... 26

2.1.2. Dyslexia as part of pre-service teacher training institutions (PRESETT).............................. 27

2.1.2.2. Courses dealing with dyslexia in general (PRESETT) .................................................... 29

2.1.2.3. Other courses dealing with SpLD or SEN (PRESETT)..................................................... 30

2.1.3. Dyslexia as part of in-service teacher training institutions (INSETT)................................... 32

2.1.3.2. Courses dealing with dyslexia in general (INSETT) ....................................................... 33

2.1.3.3. Other courses dealing with SpLD or SEN (INSETT) ....................................................... 35

2.1.4.1.Dyslexia in legal documents and ministerial regulations .............................................. 37

2.1.4.2. Assessment of students with dyslexia in legal documents .......................................... 44

2.1.4.3. Dyslexia in national curricula........................................................................................ 48

2.2. Questionnaire survey findings .................................................................................................... 53

2.2.1. Respondents background .................................................................................................. 53

2.2.2. Respondents knowledge and experience with dyslexia..................................................... 55

2.2.3. Further training ................................................................................................................... 61

3. Conclusions and implications for the project .................................................................................... 63

List of tables and charts......................................................................................................................... 68

List of appendices .............................................................................................................................. 69

APPENDIX I - Template for desk research ......................................................................................... 69

APPENDIX II - Needs analysis - questionnaire ................................................................................... 78

APPENDIX III - Factor analysis ............................................................................................................ 90

APPENDIX IV - Distribution od data ................................................................................................... 91

APPENDIX V - Questionnaire results - overview ............................................................................... 92

DysTEFL Needs analysis report (WP3)

DysTEFL Needs analysis report (WP3)

Implications for the course development

DysTEFL Needs analysis report (WP3)

1.2. The objectives of this work package

The objectives of the needs analysis are:

To find information on the current approach in teacher education in partner

The needs analysis consisted of two parts:

field survey (questionnaire)

DysTEFL Needs analysis report (WP3)

1.3. Method and process

Research instruments developed by project partners included:

Workpackage 3 Guidelines (Internal document)

Finally, the roles of pedagogical-psychological centers in identifying and supporting learners

DysTEFL Needs analysis report (WP3)

1.4. Research sample:

DysTEFL Needs analysis report (WP3)

Pre-service and in-service teachers of English as a foreign language in project partners

Country No. of respondents / no.

Total started survey: 412

Total completed survey: 375 (91%)