INCLUSIVE ENGLISH LANGUAGE EDUCATION: CHALLENGES, INNOVATIONS, AND FUTURE DIRECTIONS FOR SPECIAL EDUCATIONAL NEEDS (SEN) STUDENTS

Abstract

The present review examines the conceptual underpinnings, educational arrangements, and institutional needs of Inclusive English Language Education (IELE), highlighting the overarching theme of equity in English language teaching. Engaging with the most recent studies on Special Educational Needs, it unveils the intricate problems that inclusive English language teaching must deal with, among which are the lack of adequate teacher training, the wrongly held belief of deficit thinking, and the different levels of resource distribution existing at both technological and institutional levels. It extracts the most recent and established teaching philosophies such as Differentiated Instruction, Universal Designed Learning, and teaching as a reflective practice, along with the newest technological tools such as AI, Mobile-Assisted Language Learning, and Blended Learning, positing that these tools’ roles could be transformative in helping to establish accessibility and agency. Furthermore, it investigates the policy and institutional props that are underlying the scenario of inclusivity as a sociocultural construct, proposing cooperation as the primary method for undertaking long-term change. From a theoretical perspective, the study formulates a model along the four dimensions of teaching, technology, sociocultural background, and competence, positing transformative outcomes. The study asserts, finally, the quest for inclusive English language education means a transformation, rather than a teaching modification, towards epistemological justice, marking a fresh definition of teaching, learning, and English language equity along the lines of 21st-century global teaching.

Keywords: Differentiated instruction, English language teaching, inclusive education, special educational needs, teacher training, technology integration.

Ethics and Conflict of Interest

This research was conducted in accordance with recognized ethical standards. The author declares that he acted in accordance with ethical rules in all processes of the research, and there are no conflicts of interest related to this work.

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