INCLUSIVE STRATEGIES IN TEACHING ENGLISH TO LEARNERS WITH SPECIAL EDUCATIONAL NEEDS
DOI:
https://doi.org/10.66345/stj.v4i4/1.5752Keywords:
inclusive education, special educational needs, language teaching, differentiated instruction, individualized learning, collaborative learning, communicative skills.Abstract
This article explores the theoretical foundations of inclusive education and provides a scientific analysis of the concept of special educational needs. It examines the psychological, cognitive, and communicative characteristics of learners with special educational needs, identifying their specific requirements in the educational process. The study also investigates effective inclusive language teaching strategies for such learners, including differentiated instruction, individualized learning pathways, and the use of adapted teaching materials. Furthermore, the article highlights the importance of collaborative learning in developing students’ language skills within an inclusive educational environment and justifies its effectiveness with practical examples. The findings of the study contribute to improving inclusive education practices and enhancing the effective engagement of learners with special educational needs in language learning.
Downloads
References
1. Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Making schools effective for all: Rethinking the task. School Leadership & Management, 32(3), 197–213.
2. Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7-8), 671-676. https://doi.org/10.1080/13603116.2019.1622800.
3. Alexander, R. (2003) Still No Pedagogy? Principle, pragmatism and compliance in primary education, unpublished paper. University of Cambridge, Faculty of Education.
4. American Psychological Association (1994) Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Washington: APA.
5. Arnold, A. (2000) National Numeracy Strategy, VisAbility, Summer, 8-11.
6. Beelmann, A. and Brambring, M. (1998) Implementation and effectiveness of a home-based early intervention program for blind infants and pre-schoolers. Research in Developmental Disabilities, 19, 225-44.
7. Blamires, M. (ed.) (1999) Enabling Technology for Inclusion. London: Paul Chapman.
