Dis(tinctive)-Abilities in English for Educators: a Foreword– fo[u]r word(s) on Special Educational Needs

The School Disadvantage Area should not be viewed solely as a matter of deficit: it is the resultof the complex interweaving of several physical/biological factors, and – more often than not –of psychological and social issues. The school system should respond by providing adequate indi-vidual as well as common strategic solutions taking into account both the personal and socialdevelopment of each student, and the role of teachers in a perspective of life-long learning andintercultural identity. This paper seeks to explore some possibilities that teachers of English-as-a-second-language/foreign language have of coping with and even taking advantage of the pecu-liarities of Special Educational Needs (SEN), using their lessons to build an inclusive environmentproviding the help necessary to enable everyone to achieve common goals and develop skills.