Abstract:
This work provides a comprehensive analysis of the educational struggles of disabled students, especially dyslexics and deaf learners, who learn English as a second language at a university level.
The first part of the research has two main focuses: it initially gives an overview of the strategies and the support system that dyslexic language learners at post-secondary level adopt to overcome their problems in preparing for English language exams; IT subsequently provides guidelines for language teachers on how to make university tests accessible for LD students.
The second part of the research studies deaf language learners and the barriers they face during their study path. New methods will be outlined and proposed for both English language learning and for English language testing based on the evidence gathered through case studies and the use of a questionnaire.
