The following articles have been written about teaching Classical Languages to students with Special Educational Needs.
Steven Hunt bears no responsibility for the content or advice given in them.
SEN and EAL
Alvoni, G.; Garulli, V.; Rosa, P., Atti della Giornata di Studio ‘Dislessia e studio delle lingue classiche‘, Bologna, 10/04/2014, in M. Capasso (ed.), Cinque incontri sulla cultura classica, (Quaderni di Atene e Roma, 5), Lecce 2015.
Ancona, R. (1982). Latin and a dyslexic student. An experience in teaching. The Classical World, 76.1, 33-36.
Ashe, A. (1998). Latin for Special Needs Students: Meeting the Challenge of Students with Learning Disabilities. In Lafleur, R. (Ed.). Latin for the 21st Century. Glenview: Scott Foresman – Addison Wesley, 237-250.
Ashmore, R., and Madden, J. D. 1990. Literacy via Latin. Journal of College Reading and Learning, 23 (1): 63–70.
Block, L., Brinkerhoff, L., and Trueba, C. 1995. Options and accommodations in mathematics and foreign language for college students with learning disabilities. HEATH, 14 (2. 2): 1–5.
Carroll, C. (2017). Hearing Impairment and the Latin Classroom Experience: A case study of a Year 10 student with a hearing impairment learning Latin. Journal of Classics Teaching, 35, 31-37.
Chanock, K. (2006). Help for a dyslexic learner from an unlikely source. The study of Ancient Greek. Literacy, 40.3, 164-170.
Deacy, S. (2009). Asperger Syndrome and Classical Mythology. CUCD Bulletin, 38.
Downey, D., Snyder, L. and Hill, N. (2000). College Students with Dyslexia: Persistent Linguistic Deficits and Foreign Language Learning. Dyslexia, 6.2, pp. 101-111.
Hill, B., Downey, D. M., Sheppard, M., and Williamson, V. 1995. Accommodating the needs of students with severe language learning difficulties in modified foreign language classes. In G. Crouse (ed.), Broadening the Frontiers of Foreign Language Education (Lincolnwood, Ill: National Textbook), 46–56.
Hill, B. (2006). Latin for Students with Severe Foreign Language Learning Difficulties. In Gruber-Miller, J. (Ed.) When Dead Tongues Speak, pp. 50-67. Oxford University Press: Oxford.
Hill, B. (2009). Overwhelmed by words: students with dyslexia and Latin. Bulletin of the Council of University Classical Departments, 38: 6–9. https://cucd.blogs.sas.ac.uk/bulletin/.
Hill, B. n.d. Latin for Students with Learning Disabilities. Classical Association of the Middle West and South. https://department.monm.edu/classics/cpl/PromotionalMaterials/Latin%20for%20LD%20Learners.pdf
Hubbard, T. (2003). Special Needs in Classics. In Morwood, J. (Ed.) The Teaching of Classics. Cambridge: Cambridge University Press, pp. 51-60.
Iacovou, P. (2018 forthcoming). Using scaffolding techniques to develop the academic writing of a student with English as an Additional Language. A case study with a Year 7 student studying Classical Civilisation. Journal of Classics Teaching, 37.
Latinteach. 2009. Who should study Latin? http://latinteach.blogspot.co.uk/2009/07/who-should-study-latin.html
Laurence, R. (2010). Classics and its dyslexics, CUCD Bulletin 38.
Lawrence, C. (2014) The Aeneid for Dyslexics. Journal of Classics Teaching, 29, pp. 7-9.
Loud, A. (2011) Reading Dyslexia: An Empirical Study for Latin Teachers. CLASSICAL OUTLOOK 88.2, pp. 48-52.
Nesbitt, E. (1979). Classics and multicultural education. Hesperiam 2, pp. 78-95.
Parker, A. (2013). Teacher, Pupil and Parental Perspectives Surrounding the Study of Latin for Pupils Identified with Dyslexia. Journal of Classics Teaching, 27, 6-15.
Sawyer, B. (2016). Latin for All Identities. Journal of Classics Teaching, 33, pp. 35-39.
Shahabudin, K. and Turner, J. (2009). Enabling success for dyslexic students in Classics. CUCD Bulletin, 38.
Singleton, C. (2009). Asperger syndrome and Classical Mythology. CUCD Bulletin, 38.
Sparks, R., Ganschow, L, Fluharty, K, and Little, S. (1995). An Exploratory Study on the Effects of Latin on the Native Language Skills and Foreign Language Aptitude of Students with and without Learning Disabilities. The Classical Journal, 91.2, pp.165-184.
Sparks, R. L., Ganschow, L., Kenneweg, S., and Miller, K. 1991. Use of an Orton–Gillingham approach to teach a foreign language to dyslexic/learning disabled students: explicit teaching of phonology in a second language. Annals of Dyslexia, 41: 96–117. | Abstract: Kitchell’s summary: ‘Explains a multisensory, structured language approach that adheres to the direct and explicit teaching of phonology. It emphasizes simultaneous writing and pronunciation so that students can “see,” “hear,” and “do” the language.’
Thomson, M. (2013). Supporting Dyslexic Pupils in the Secondary Curriculum: Dyslexia and the Classics (Latin, Classical Greek, Classical Studies). Dyslexia Scotland. http://www.dyslexiascotland.org.uk/sites/default/files/DSSE_booklets%20flier_May%202015.pdf
Deacy also wrote a guide to embedding equality and diversity in Classics in HE for HEA Scotland a few years back – it includes a short section on dyslexia. The guide is here:
The guide is part of a project Embedding Equality and Diversity in the Curriculum. Details and links to other guides can be found here:
Downes, C., McDonnell, C. and Hunt, S. (2012). All Can, Most Can, Some Can. Some Practical Ideas for Using Differentiation Strategies in the Classics Classroom. Journal of Classics Teaching, 26, pp. 25-28
Hunt, S (2009). Differentiation and Classics. Journal of Classics Teaching, 17, pp. 3-4.
Hunt, S. (2016). Starting to Teach Latin. London: Bloomsbury