The role of the concept of neurodiversity in teaching English for professional communication
Abstract
The article is aimed at the study of the role of the concept of neurodiversity in teaching English for professional communication, with an emphasis on the impact of the war in Ukraine on the psycho-emotional state of students. As a result of these circumstances, many students gain neurodiversity characteristics that complicate their educational activities and interaction with the environment. The main goal of the article is to research the concept of neurodiversity and its principles in the context of teaching English for professional communication, as well as to increase awareness and understanding of this concept for its implementation in higher educational institutions of Ukraine. In the work, a theoretical analysis of the literature on the methodology of teaching English for professional communication, pedagogy and psychology was carried out in order to determine the essence of the concept of «neurodiversity». The works of researchers who consider the concept of neurodiversity as different ways of thinking, perception, information processing and communication are analyzed. Based on this, the main principles of neurodiversity that can be applied in teaching English for professional communication are defined, they include the creation of a sensory-friendly learning environment; the use of various image supports; educational flexibility of activity; involvement of elements of universal design for training; identification and development of personal strengths. A teaching methodology based on these principles is proposed and examples of exercises for introducing neurodiversity into the educational process are given. The conclusions indicate that supporting students with neurodiversity in teaching English for professional purposes contributes to their professional development and contributes to the innovative activities of future specialists. A promising direction of further research is the further study of the concept of neurodiversity and the development of a system of effective assessment of students in such conditions.
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References
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