Addressing the Well-being of ESL Students with Special Needs in Academia: Approaches and Resources

Abstract

Our investigation focuses on second language acquisition/learning by students with special needs (SNSs) from the perspective of improving their well-being through effective inclusion policies, in accordance with EU’s inclusive educational perspective. Such policies and choices are based on both the consideration of the neuropsychological mechanism of the SNSs (requiring/resulting in different cognitive styles), and specific teaching techniques and tools. To this end, we aim at promoting a reconsideration of some of the currently available strategies for promoting students' well-being, such as the ongoing studies in the field of assistive technology, which include software for facilitating L2 learning processes in dyslexic students and mind maps. There is significant interest at the moment in Italy in multidisciplinary conferences and initiatives such as the National Dyslexia Week, promoted by experts within schools and academia, as well as in numerous awareness-raising activities at various levels. The availability of resources, such as auxiliary care centers and special courses, where researchers, teachers, and computer programmers can interact, is of paramount importance not only for SNSs but also to enable teachers to cope with different learning styles. Overall, these and similar initiatives aim to promote both better teacher training in this area and reflection on existing approaches and techniques that can lead to more effective, less stressful educational interaction in a dimension of greater serenity and well-being.