Visual material for children with special needs

Abstract

Traditional teaching of English as a foreign language for children with special educational needs (such as ASD, ADHD, and Intellectual Disability) proved to be ineffective. This qualitative research explored the role of visual materials to improve this process. Interviews with primary English teachers confirmed that visual aids (flashcards, pictograms, and videos) are indispensable and highly effective. These resources improved visual memory, concept comprehension, and vocabulary acquisition. The use of visual sequences and visual schedules also reduced anxiety and promoted focus in students with ASD and ADHD. Success requires multisensory activities and individualization of materials. However, the study identified the insufficient specialized training of teachers and the lack of time for individual adaptation as the main challenges. The study aims to validate the impact of visual aids, define the best practices, and establish strategies that incorporate visual aids.