Chapter 6: Supporting EFL Learners With Learning Differences
Olivia Kennedy
Abstract
Increasing awareness and acceptance of diversity has brought new educational opportunities for neurodiverse people and those with learning differences. Universities must find ways to support these learners, however, if they are to succeed in higher education. In this chapter, Olivia Kennedy describes the systems in place to do so at a small university in Western Japan: an adaptive and integrative intake process, a cohesive and mutually beneficial student peer support system, and a culture of reflective practice for teachers. The ways that she works within these systems to ensure that the teachers in her care are supported in their teaching of neurodiverse students are described in detail so that learnings can be applied in other contexts.
About the Contributor
Olivia Kennedy is a Lecturer at Nagahama Institute of Bioscience and Technology in Shiga, Japan, and also teaches at Kyoto Institute of Technology. She is passionate about improving student experiences of learning and researches the uptake, usage and acceptance of technology for language learning.
Citation
Kennedy, O. (2024). Supporting EFL learners with learning differences. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp.139-150). Candlin & Mynard. https://doi.org/10.47908/30/6
Increasing awareness and acceptance of diversity has brought new educational opportunities for neurodiverse people and those with learning differences. Universities must find ways to support these learners, however, if they are to succeed in higher education. In this chapter, Olivia Kennedy describes the systems in place to do so at a small university in Western Japan: an adaptive and integrative intake process, a cohesive and mutually beneficial student peer support system, and a culture of reflective practice for teachers. The ways that she works within these systems to ensure that the teachers in her care are supported in their teaching of neurodiverse students are described in detail so that learnings can be applied in other contexts.
About the Contributor
Olivia Kennedy is a Lecturer at Nagahama Institute of Bioscience and Technology in Shiga, Japan, and also teaches at Kyoto Institute of Technology. She is passionate about improving student experiences of learning and researches the uptake, usage and acceptance of technology for language learning.
Citation
Kennedy, O. (2024). Supporting EFL learners with learning differences. In A. Burke, D., Young, & M. L. Cook (Eds.), Barrier-free Instruction in Japan: Recommendations for teachers at all levels of schooling (pp.139-150). Candlin & Mynard. https://doi.org/10.47908/30/6
Information About the Book
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...
Title: Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling
Editors: Alexandra Burke, Davey Young, and Melodie Lorie Cook
Read more...