ELT inclusion of learners with SENs

Abstract

Inclusion has been a topic of conversation in recent years since the need to integrate all students equally in ordinary classrooms has caused this boom in the educational community. In the context of English language teaching, teachers sometimes happen to have students with visual impairment. This disability has a negative impact English because it does not allow students to complete learning activities in the same way the rest of the students would. Therefore, this study focuses on visual impairment, and its objective is to explore what teachers' beliefs are regarding the opportunities for students with visual impairment to learn English and their inclusion in their classrooms. Data was collected through interviews, gathering comprehensive information about participants' beliefs regarding the English learning opportunities of these students and their inclusion within their classes. Data analysis was performed by coding interview responses and identifying specific patterns that were related to research questions that might be useful for the study. The study shows that there is insufficient information and training for teachers so there is a need to deeply understand their own beliefs to act wisely, strengthen inclusion, continue to provide the same opportunities and consolidate the way teachers interact with students with visual impairments. on learning