Abstract
The following paper focuses upon the issue of using animated cartoons in teaching English to young learners with Special Educational Needs. The research conducted in one of the Polish integrated primary schools aimed at examining the influence of video on children's vocabulary attainment. The present communiqué is concerned with general data evaluation and with a more in-depth analysis of particular cases of pupils with disorders and disabilities. As a final point, some pedagogical implications are drawn from the study.
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