PROJECT-BASED LEARNING IN SLOVAK LANGUAGE EDUCATION FOR PUPILS WITH SPECIAL EDUCATIONAL NEED

Abstract

The paper presents the implementation of project-based learning in Slovak language education for pupils with special educational needs, with particular attention to pupils with dyslexia. The intervention focused on consolidating the correct spelling and understanding of selected words through multisensory, movement-based, cooperative and creative activities. Pupils worked with concrete objects, visual supports and word cards and subsequently used selected words in independent creative writing. Differentiated activities were designed to support pupils with dyslexia through visual aids, colour coding, manipulation of objects and structured guidance. The classroom implementation indicated that project-based learning can provide meaningful opportunities for developing language, spelling, cognitive, social and communication skills. Creative and multisensory activities also supported pupils’ motivation, active participation and confidence in learning.