A Teacher's Guide to Understanding Students with Diverse Learning Needs
By Mariana Karatsiori
Imagine a student who arrives at your English class every day with determination in their eyes, eager to learn despite facing challenges you might not fully understand. This student might use a screen reader to access materials, rely on subtitles to follow conversations, need extra time to process written instructions, or use adaptive technology to complete assignments. What all these students share is something remarkable: they want to learn English, and they believe they can succeed.
This guide draws from a study of 95 students with diverse learning needs across Greece, Germany, Slovenia, and Poland. These young people—some with visual impairments, others who are deaf or hard of hearing, students with learning difficulties, and those with mobility challenges—shared their experiences of learning English as a foreign language. Their voices reveal both inspiring resilience and clear needs that we, as teachers, can address.
The research uncovered something important: while these students demonstrate strong internal motivation to learn English, their success depends on receiving the right kind of support at the right time. Interestingly, the study found that students’ motivation often exists independently of classroom support, with family encouragement emerging as a powerful but often overlooked force in their learning journey.
As you read through this guide, you’ll discover practical insights about what different students need, what challenges they face, and most importantly, what you can do to create learning environments where their motivation can flourish.
By the end of this module, you will be able to:
- Understand why motivation matters deeply for students with diverse learning needs, and how it connects to their confidence, participation, and overall wellbeing in language learning.
- Recognize the unique challenges different students face—whether related to visual access, auditory processing, physical engagement, or learning differences—and understand how these challenges intersect with language learning.
- Implement practical strategies for providing effective support, including adapting materials, designing accessible assessments, and creating inclusive classroom environments.
- Utilize technology thoughtfully by understanding both the potential and limitations of assistive tools, and learning how to support students in using them effectively.
- Build partnerships with families and colleagues, recognizing that inclusive education works best when it draws on multiple sources of support and expertise.
To understand what our students need, it helps to consider three important perspectives that researchers use to think about learning and inclusion.
The first is Universal Design for Learning, which suggests we should design our teaching from the beginning to be accessible to everyone, rather than retrofitting accommodations afterward. Think of it like building a ramp into a building’s original design rather than adding it later. In language teaching, this means offering multiple ways for students to engage with content, multiple ways to access information, and multiple ways to demonstrate what they’ve learned. However, we must be honest about its limitations—UDL principles can’t solve everything, especially when physical or sensory environments present barriers, and sometimes students with extensive support needs require specific, individualized approaches rather than universally designed ones.
The second perspective is Self-Determination Theory, which tells us that people are most motivated when three psychological needs are met: autonomy (feeling in control of their learning), competence (feeling capable and successful), and relatedness (feeling connected to others). For students with diverse learning needs, these needs are just as important—perhaps even more so—because they may have experienced situations where others made decisions for them, where they felt incapable, or where they felt isolated from peers. When we give students choices, help them experience success, and foster genuine connections in the classroom, we’re not just being nice—we’re supporting the fundamental psychological conditions that make learning possible.
The third framework is Ecological Systems Theory, which reminds us that students don’t learn in isolation. They’re surrounded by interconnected systems: the immediate classroom environment, their family, their school, their community, and broader cultural and policy contexts. What happens at home affects what happens at school. What teachers believe about disability shapes how they teach. National policies about inclusion influence available resources. Understanding these connections helps us see why, for example, family support emerged so strongly in our research as a factor in student motivation—families are a crucial part of the learning ecosystem, yet they’re often overlooked in discussions about classroom support.
These theories converge on an important insight: students with diverse learning needs can thrive in language learning when we design accessible environments, meet their psychological needs for autonomy and competence, and recognize the multiple systems that influence their learning. The research we’ll explore shows both the promise and the challenges of putting these ideas into practice.
Let’s meet some of the students from the study and hear what they have to say about their experiences. Their voices will guide us toward understanding what works, what doesn’t, and what needs to change.
Students with Visual Impairments: Structure and Support
Maria, a 15-year-old student from Greece, describes a turning point in her English learning: “The lighting conditions are very important. I used to have a problem with the classroom where we were doing English. I was having a hard time reading because of bad lighting, and the teacher arranged for us to have class elsewhere so I was able to participate more actively.” Her teacher’s simple act of changing rooms transformed her learning experience.
These students rely heavily on screen readers, Braille devices, and text magnification software. Many have transitioned from traditional Braille typewriters to laptops, finding digital tools more efficient and less physically demanding. However, they consistently report inadequate training in using these tools and unreliable technical support. When technology fails, their learning stops.
For assessments, they need extended time—not because they process information more slowly, but because accessing information through assistive technology takes longer. Many prefer oral examinations where they can demonstrate their knowledge without the barriers posed by written formats. As one 17-year-old from Greece explained, “The oral examination certainly helps. Also, the teacher should not be cold toward the students and should certainly not make them anxious.”
In terms of collaboration, preferences vary by task. Individual work often makes sense when using specialized technology, but pair work can be ideal for verbal activities where a trusted partner provides support. The key is asking students what arrangement works best for specific activities rather than assuming one format fits all situations.
Students Who Are Deaf or Hard of Hearing: Visual Connection and Clear Communication
Classroom acoustics can make or break learning for these students. A 16-year-old from Poland explains: “Sometimes there are classes that don’t have good acoustics. And I’m not talking about listening activities but also when someone is just talking. For example, echoes are created and that makes it even more difficult.”
These students have found creative ways to access English. Many use social media, YouTube, and subtitled content to immerse themselves in the language outside the classroom. One 17-year-old from Germany shared: “I mainly use social media and especially TikTok and they help me to improve my Listening Skills and also my writing skills through comments.”
What they need from teachers goes beyond just using visual aids. They need face-to-face communication where they can see the teacher’s mouth and facial expressions. They benefit enormously when teachers know sign language, though many expressed frustration that few English teachers have this skill. Written instructions are essential, especially during assessments, so they can refer back to them as needed.
One student’s comment reveals the emotional toll of inadequate support: “Usually I want my teacher to know sign language fluently. To tell you the truth I am not satisfied with my English teacher. She does not know how to work with young people and motivate us.” Yet another student described a teacher who got it right: “A lady often comes up to me and asks if I heard everything. She also tries to talk facing me so that I can see her mouth in case of problems.”
For these students, peer support often matters more than teacher support when it comes to maintaining motivation. Small group work allows for clearer visual communication than large groups, where it’s difficult to track who’s speaking.
Students with Learning Difficulties: Patience and Multiple Pathways
These students need both comprehensive teacher support and strong peer collaboration. A 16-year-old from Greece describes what helped her: “I prefer a more entertaining way of learning, more interactive with more pictures and continuous repetition of the material. The ‘live’ content made the learning process easier for me.”
Structured materials with clear organization are essential. Many students mentioned preferring teacher-prepared notes over textbooks because “there are too many pictures and words in the textbooks—there is a lot of mess there. I cannot concentrate,” as one 15-year-old from Poland explained.
Assessment accommodations go beyond extended time. Students need simplified instructions, tasks broken into manageable steps, and sometimes alternative formats entirely. One 14-year-old from Slovenia requested “more time, colored sheet, enlarged font, and underlined key words.” Another student with dyspraxia emphasized: “I cannot write correctly—I have dyspraxia. I want to be assessed not for the quality of my writing, but my actual language competences.”
The role of encouragement cannot be overstated. One student recounted: “One incident had a positive impact when my teacher believed in me and encouraged me to take the TOEIC exam despite my anxiety. When I passed, it significantly boosted my confidence. This showed me I could succeed with proper support despite my dyslexia.”
Many students spoke about the importance of early intervention: “I think it all starts in primary school. Unfortunately, however, we did not have the necessary qualified staff in primary school, which meant that valuable time was lost and it was more difficult to keep up with our classmates.”
Students with Mobility Impairments: Flexibility and Independence
For these students, physical comfort and accessibility directly impact learning engagement. Digital materials often work better than printed ones because they can be accessed through assistive devices without physical strain. As one 17-year-old from Slovenia explained, “I prefer digital material. I have everything on the computer, and I write. The only thing I write in a workbook.”
Assessment flexibility is crucial but for different reasons than you might expect. Extended time helps not primarily with cognitive processing but with the physical demands of completing tasks. One student appreciated being able to “write all assessments outside class. That’s good. It’s quieter, and I don’t have to move from one class to another when 45 minutes are up.”
Peer support emerged as particularly important for maintaining motivation in this group. The social dynamics of collaborative learning seem to sustain engagement in ways that teacher support alone doesn’t. However, students need teachers who understand physical limitations while maintaining high academic expectations.
One student’s comment highlights a broader need: “There should not only be parallel support in schools but also other specialties such as speech and language therapists in the school, as well as a permanent psychologist.” Another revealed the pain of feeling unsupported: “Unfortunately I do not feel support from my English teacher. My teacher does not like me because I am all the time moving around and hyperactive and she does not like it.”
The Technology Picture: Promise and Frustration
Across all groups, a clear pattern emerged: students have access to various technologies, but they lack adequate training and consistent support in using them effectively. Younger students (ages 8-14) rely heavily on teacher guidance for technology use, while older students (15+) show more independence in selecting and adopting tools.
Language proficiency matters too. Students at higher CEFR levels (B2-C2) combine multiple technologies in sophisticated ways—perhaps using a screen reader with specialized language apps and social media for authentic practice. Students at lower levels (A1-A2) tend to stick with basic tools like translators and audio recorders.
One 13-year-old from Slovenia captured the support gap perfectly: “I had support from other teachers like pedagogue or psychologist. In this school I don’t get support now, sometimes if I forget some tools or how to use email, I have to call my previous school for help.”
The Family Factor: An Unexpected Discovery
While the study focused on classroom support, students kept mentioning their families. A 17-year-old from Greece shared: “My parents always supported me learning English; they believe I can go to college and study languages.” A Polish student noted: “My mother says it is very important to know English because it helps you to find work.”
Family support emerged as a sustaining force for motivation, sometimes even more powerful than classroom-based support. This reminds us that students’ learning lives extend far beyond our classroom walls, and partnering with families isn’t just helpful—it’s essential.
Communication Support for Deaf and Hard of Hearing (Practices 18-23)
These practices, developed by the Catholic University of Lublin team, address the unique communication and literacy needs of deaf and hard of hearing English learners.
Example: “Read My Lips” (Practice 18)
This comprehensive practice teaches speechreading skills (commonly called lipreading) as part of foreign language instruction. It acknowledges that many deaf and hard of hearing students rely partially on visual speech information and provides explicit instruction in this skill rather than assuming students will develop it naturally. The practice includes exercises for recognizing phonemes visually, distinguishing minimal pairs through speechreading, and integrating speechreading with other literacy skills.
Why it works: The practice recognizes that speechreading is a learned skill requiring explicit instruction and practice. It provides systematic progression from easier distinctions to more challenging ones, includes frequent practice opportunities, and integrates speechreading with written language and sign language support. The practice acknowledges limitations—not all speech sounds are visually distinct—and provides alternative strategies when visual information is insufficient.
See the practice in action: A detailed PowerPoint presentation demonstrating the implementation of “Read My Lips” is available in the collection materials. This presentation walks through the 14-step methodology, showing how to build student awareness about auditory impairments, develop empathy through experiential learning activities, introduce the International Phonetic Alphabet, and culminate in practical communication strategies that help students become better communicators for lip-readers.
Example: “Enhancing Oral Communication with Subtitled Videos” (Practice 20)
This practice systematically uses captioned video content to support listening comprehension and vocabulary development. It provides specific guidance on selecting appropriate videos, pre-teaching vocabulary, using caption controls effectively, and designing comprehension activities that leverage both audio and text channels. The practice includes strategies for gradually fading subtitle support as students develop greater independence.
Take a moment to think about your own teaching context. Consider these questions not as a quiz but as an invitation to honest reflection:
About Your Students
Think about a specific student with diverse learning needs in your class. What motivates them? What barriers do they face that you’ve noticed? What barriers might exist that you haven’t yet recognized? How does their family view their language learning—do you know?
About Your Practice
When you prepare materials or plan activities, at what point do you think about accessibility? Do you design lessons from the start to be inclusive, or do you adapt them later for specific students? What’s the difference between these two approaches in terms of both effectiveness and the message it sends to students?
About Assessment
Look at your most recent test or assignment. If you had a student who couldn’t write by hand, how would they complete it? If you had a student who couldn’t hear audio instructions, would they have equal access to the information? If you had a student who needed information presented visually rather than in dense text, would your materials work for them?
About Technology
What assistive technologies do your students use? How confident do you feel supporting them with these tools? When was the last time you received training on accessible technology? If a student’s screen reader stopped working in the middle of your lesson tomorrow, would you know what to do?
About Collaboration
How often do you vary grouping arrangements—individual work, pairs, small groups, whole class? Do you ask students about their preferences, or do you decide for them? Have you noticed that some students who seem reluctant to participate in large groups come alive in pairs?
About Relationships
Think about how you communicate with families. Do they know what you’re working on in class? Have you asked them what they’ve noticed about their child’s motivation and challenges? Have you shared specific ways they can support learning at home?
About Systems
Beyond your individual classroom, what systemic supports exist in your school for inclusive education? Is there reliable technical support for assistive technologies? Do you have access to accessible materials? Can you easily consult with special education specialists? What gaps exist, and how might you advocate for filling them?
Moving Forward
Based on what you’ve read and reflected upon, what is one concrete change you could make this week? Not someday when you have more time or better resources, but actually this week. Perhaps it’s asking a student about their preferred way of working. Perhaps it’s reviewing your next assessment with accessibility in mind. Perhaps it’s reaching out to a family to share something positive and ask about their perspective.
The goal isn’t perfection. The goal is progress—small steps toward creating a classroom where every student’s motivation can flourish because they have what they need to succeed.
Academic Research
Karatsiori, M., Liontou, T., Domagała-Zyśk, E., Poredoš, M., Košak Babuder, M., & Vogt, K. (2025). Internal motivation vs. learning environment support in EFL: Evidence from students with diverse learning needs across four European countries. Frontiers in Education, 10, Article 1569323. https://doi.org/10.3389/feduc.2025.1569323
Nijakowska, J. (2019). Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: A conceptual framework. European Journal of Special Needs Education, 34(2), 189-203. https://doi.org/10.1080/08856257.2019.1581401
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Practical Resources from the SPLENDID Project
For detailed strategies and ready-to-use materials, explore other components of the SPLENDID project:
WP2: Collection of Best Practices in EFL per Disability & CEFR Level – A comprehensive resource linking specific practices, tools, and materials to different types of diverse learning needs and language proficiency levels.
WP4: Teachers’ Handbook “Activities and Resources for SwD in English as a Foreign Language” – Practical educational scenarios aligned with assistive technologies, ICT tools, and digital resources for each type of diverse learning need.
Universal Design for Learning
CAST (2024). Universal Design for Learning Guidelines Version 3.0. Retrieved from https://udlguidelines.cast.org
Pronunciation Teaching for Deaf and Hard of Hearing Learners
Rudnicka, M. (n.d.). Pronunciation – a real challenge for deaf and hard of hearing learners of EFL – and how to answer it? [Teaching resource]. Available through the SPLENDID project materials.
For Ongoing Professional Development
Consider joining professional networks focused on inclusive language education, attending workshops on assistive technology, and connecting with colleagues who teach students with diverse learning needs. The most valuable learning often comes from sharing experiences and strategies with other practitioners who understand both the challenges and the possibilities of inclusive education.
Remember: Every student you’ve met in this guide is real. Their words reflect authentic experiences of learning English while navigating challenges that many of us can only imagine. They show up to class motivated and ready to learn. The question is whether we’re ready to meet them where they are and provide what they need to succeed.