Individualized Foreign Language Teaching to adolescents with dyslexia versus autonomization of their learning process
Individualized Foreign Language Teaching to adolescents with dyslexia versus autonomization of their learning process

Summary/Abstract: The aim of this article is to provide an analysis of conditions and perspectives of teachinga foreign language to students with developmental dyslexia, following the rulesof autonomising teaching. The first part of the article discusses developmental dyslexia,which is considered to be a reflection of individual learning differences. In the secondpart, teaching young people with dyslexia is considered in the context of autonomisationof their learning process. Further analyses are preceded by characterising the categoryof “autonomisation of learning”, including such basic terms as “autonomy” “semi-autonomy”“autonomisation”. The subsequent part refers to developing dyslexic students’autonomy, since stimulating students to take responsibility for their own learning and development has been found important and effective. As opening the process of teachingstudents is believed to be the most basic condition of autonomisation of learning, the finalpart is concerned with assumptions and possibilities of implementing open teaching ineducating dyslectic learners, with a special focus on open forms of learning.

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