Nauczyciel języka obcego wobec problemu indywidualizacji procesu nauczania

In the light of postulated and desired teachers’ sensitivity to the problems of students with particular educational needs, including students with specific learning difficulties, the necessity of the individualization of the teaching process appears to be especially important. Individualization, or differentiation, is understood in this perspective as the organizational and didactic-methodological activities applied during lessons in order to take into consideration various capabilities of the learners and to enable them to develop their full motoric, intellectual and emotional potential. According to the recommendations, the teacher is obliged to provide the pedagogical help in the form of individualized teaching curriculum and evaluation system, to apply teaching methods adjusted to the student as well as special organizational solutions. How is the individualization of the teaching process understood by foreign language teachers? Do they identify the particular needs of their students? What needs are most commonly recognized by them? How do the teachers assess the proposed necessity of the individualization of the teaching process? Answer to these questions was the aim of the opinion survey presented in the article which was carried out among teachers working in various types of schools.