The primary objective of this project was to strengthen the foreign language communicative skills of students with Specific Learning Disabilities (SLD), utilizing language acquisition as a catalyst for enhancing general cognitive functions. The intervention demonstrated that a "tailor-made" methodology extends beyond mere linguistic testing by positively influencing memory, self-esteem, and problem-solving capabilities. Specifically, the project focused on supporting teaching staff in acquiring scientifically calibrated methods, such as multisensory engagement and drama-based learning, through transnational exchange and continuous professional development. A fundamental milestone was the validation of a pilot course based on the LanguageCert A2 international certification, proving that official standards are accessible even to those with severe language disorders when supported by appropriate assistive technologies and compensatory protocols. Ultimately, the partnership created a final Open Educational Resource publication to provide European schools with replicable, evidence-based tools, effectively transforming inclusion into a standardized operational model.
The project "A Foreign Language for All!" was established to dismantle the systemic barriers that exclude students with Specific Learning Disabilities (SLD) from foreign language studies. Despite their cognitive potential, these students often face methodological blocks that transform L2 acquisition into a frustrating experience. A critical shortage of scientifically calibrated didactic tools was identified—tools that address the root of the learning process rather than relying on mere compensatory measures. Teaching staff, though motivated, frequently lacked the specific training required to reduce cognitive load and performance anxiety, factors that often lead to academic withdrawal. Consequently, the need was twofold: to support teachers in acquiring dynamic inclusive methods and to internationalize these best practices. As a partnership featuring "newcomer" profiles, there was a clear necessity to structure a European model that views language not just as a subject, but as a catalyst for cognitive development, while defining fair assessment standards for international certifications.