Diagnostics of foreign languages teachers’ readiness for teaching learners with special educational needs

Abstract

Inclusive education is becoming an inherent part of school education in Russia. However, teachers of foreign languages in Russia do not always receive proper professional preparation for teaching students with special educational needs (SEN). The results of the survey conducted among 237 teachers of foreign languages working in different contexts in Russia are presented in this article. The research highlights the ideas of teachers of foreign languages about their professional knowledge and teaching students with SEN. The survey is aimed at study to what extent teachers are aware of different disabilities, which approaches, techniques and tools are used in the classroom to present the new material to students with SEN as well as whether they use any alternative forms of assessment. The survey reveals that the vast majority of teachers have not been trained to work with such students. It is shown that in work with SEN students teachers use a variety of techniques and modify them taking into account the capabilities of such students. The results emphasize the importance of obtaining additional professional education by teachers of English in Russia, which will enable them to improve teaching students with special educational needs.