Journal of Pedagogical Sociology and Psychology
All we can do is trial and error: English language teachers' inclusive practice experiences
Emrah Bilgiç 1 * , Ammar Tekin 2
More Detail
1 Sakarya University, Faculty of Education, Sakarya, Türkiye
2 Düzce University, Faculty of Education Düzce, Türkiye
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 4, pp. 82-97
https://doi.org/10.33902/jpsp.202324728

Article Type: Research Article

Published Online: 27 Nov 2023

Views: 287 | Downloads: 217

ABSTRACT
Meeting the basic education needs of students with special needs, which are the legal rights of students with special needs, requires the implementation of successful inclusion practices within an effective education process. In the process of successful inclusion practices for students with special educational needs, academic and non-academic skills can be taught. Foreign language is also included in the teaching of academic skills. While it is possible to realize effective English language teaching for students with special needs with the necessary arrangements, problems are experienced due to various reasons. Hence, in the process of successful inclusion practices, students with special needs either cannot learn a foreign language at all or have limited foreign language knowledge. The aim of the study is to determine the adaptations made by teachers in effective foreign language teaching for students with special needs in order to ensure successful inclusion practices, the problems they encounter in this process and their solution suggestions. The study is a qualitative study, employing a narrative approach as the research design. The data is collected via narrative interviews with eight teachers of English. The thematic analysis of the findings is presented four main categories: insufficient theoretical knowledge about inclusive practices; problems encountered in the classroom; instructional adaptations, and suggestions from the practitioners. The findings illustrate that the participants received either no or little training on special education and inclusion at undergraduate level or as a professional development opportunity. Moreover, the training they received was only at the theoretical level and partially or completely forgotten due to the fact that it could not be transferred to the application level. Moreover, participants underline that they face problems regarding the diagnosis of students with special needs, as well as their needs to have cooperation between experts, teachers, families and students. Yet, participant teachers found novel ways to overcome their problems and have a more successful inclusive practice for students with special needs. Their offers of solutions to these problems are listed at the end of the study. 
KEYWORDS
students with special educational needs successful inclusion practices foreign language teaching instructional adaptations effective teaching
In-text citation: (Bilgiç & Tekin, 2023)
Reference: Bilgiç, E., & Tekin, A. (2023). All we can do is trial and error: English language teachers' inclusive practice experiences. Journal of Pedagogical Sociology and Psychology, 5(4), 82-97. https://doi.org/10.33902/jpsp.202324728
In-text citation: (1), (2), (3), etc.
Reference: Bilgiç E, Tekin A. All we can do is trial and error: English language teachers' inclusive practice experiences. Journal of Pedagogical Sociology and Psychology. 2023;5(4), 82-97. https://doi.org/10.33902/jpsp.202324728
In-text citation: (1), (2), (3), etc.
Reference: Bilgiç E, Tekin A. All we can do is trial and error: English language teachers' inclusive practice experiences. Journal of Pedagogical Sociology and Psychology. 2023;5(4):82-97. https://doi.org/10.33902/jpsp.202324728
In-text citation: (Bilgiç and Tekin, 2023)
Reference: Bilgiç, Emrah, and Ammar Tekin. "All we can do is trial and error: English language teachers' inclusive practice experiences". Journal of Pedagogical Sociology and Psychology 2023 5 no. 4 (2023): 82-97. https://doi.org/10.33902/jpsp.202324728
In-text citation: (Bilgiç and Tekin, 2023)
Reference: Bilgiç, E., and Tekin, A. (2023). All we can do is trial and error: English language teachers' inclusive practice experiences. Journal of Pedagogical Sociology and Psychology, 5(4), pp. 82-97. https://doi.org/10.33902/jpsp.202324728
In-text citation: (Bilgiç and Tekin, 2023)
Reference: Bilgiç, Emrah et al. "All we can do is trial and error: English language teachers' inclusive practice experiences". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 4, 2023, pp. 82-97. https://doi.org/10.33902/jpsp.202324728
REFERENCES
  • Antoniou, A. S., Polychroni, F., & Kotroni, C. (2009). Working with students with special educational needs in Greece: teachers' stressors and coping strategies. International Journal of Special Education, 24(1), 100-111. https://eric.ed.gov/?id=EJ842123
  • Ataç, B. A., & Taşçı, S. (2020). An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey. International Journal, 359, 373.
  • Atay, D. (2008). Teacher Research for Professional Development. ELT Journal, 62(2), 139–147.
  • Blázquez Arribas, L., Barros del Río, M. A., Alcalde Peñalver, E., & Sigona, C. M. (2020). Teaching English to Adults with Disabilities: A Digital Solution through EN-ABILITIES. Teaching English with Technology, 20(1), 80-103.
  • Barros del Río, M. A., Sigona, C. M., Blázquez Arribas, L., & Alcalde Peñalver, E. (2021). Teaching English to special educational need students through an online tool. Tesol Quarterly, 55(3), 694-707. https://doi.org/10.1002/tesq.3038
  • Batu, E.S., & Kırcaali-İftar, G. (2010). Kaynaştırma [Inclusion]. Kök Pub.
  • Booth, T., Nes, K., & Strømstad, M. (2003). Developing inclusive teacher education. Routledge.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Broderick, A., Mehta-Parekh, H. & Reid, D.K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44(3), 194-202. https://doi.org/10.1207/s15430421tip4403_3
  • Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press.
  • Carson, C. (2015). Rethinking special education's" least restrictive environment" requirement. Michigan Law Review, 113(8), 1397-1426.
  • Chen, H. (2022).Isolated or Aligned? The Cooperative English Class for Fair Education in Inclusive Teaching Framework. International Education Studies, 15(4), 25-30. https://doi.org/10.5539/ies.v15n4p25
  • Clandinin, D., & Connelly, F. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
  • Clandinin, J. (2015). Stories to live by on the professional knowledge landscape. Waikato Journal of Education, 20(3), 183-193.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Forlin, C. (2010). Developing and implementing quality inclusive education in Hong Kong: Implications for teacher education. Journal of Research in Special Educational Needs, 10(1), 177-184. https://doi.org/10.1080/07434610902886206
  • Frumos, L. (2020). Inclusive education in remote ınstruction with universal design for learning. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2), 138-142. https://doi.org/10.18662/rrem/12.2Sup1/299
  • Gaitas, S., & Alves Martins, M. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544-556. https://doi.org/10.1080/13603116.2016.1223180
  • García, S. B., & Ortiz, A. A. (2006). Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions. Teaching Exceptional Children, 38(4), 64-68. https://doi.org/10.1177/004005990603800410
  • Handle, D. (2010). Universal ınstructional design and world languages. Equity & Excellence in Education, 37(2), 161-166. https://doi.org/10.1080/10665680490454039
  • Hardy, I., & Woodcock, S. (2014). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141–164. https://doi.org/10.1080/13603116.2014.908965
  • Hinchman, L. P., & Hinchman, S. (1997). Memory, identity, community: The idea of narrative in the human sciences. Suny Press.
  • Hoadjli, A. C., & Latrache, K. (2020). Teachers’ attitude towards inclusive education: The case of Algerian middle school teachers of English. English Language Teaching, 13(10), 129. https://doi.org/10.5539/elt.v13n10p129
  • Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative And Alternative Communication, 18(1), 20-35. https://doi.org/10.1080/aac.18.1.20.35
  • Kılıç, D. & Aslan, H. (2022). Problems in determining students needing special education. International Journal of Leadership Training, 6(2), 1-17.
  • Kot, M., Sönmez, S., & Eratay, E. (2018). Difficulties encountered by families with individuals with special needs. Atatürk University Journal of Kazım Karabekir Education Faculty, 37, 85-96.
  • Miller, R. D. (2016). Contextualizing Instruction for English Language Learners With Learning Disabilities. Teaching Exceptional Children, 49(1), 58–65. https://doi.org/10.1177/0040059916662248
  • Montes, P. A. G., Caballero, J. N., & Rodríguez, C. A. (2016). English teachers’ attitudes toward inclusive education: A literature review. Avances en Educación Y Humanidades, 1(1) 61-74. https://doi.org/10.21897/25394185.804
  • Moreno, J. M., & Rodríguez, E. V. (2012). Inclusive English classrooms: requirements, implications and limitations. A qualitative case study. Revista Folios, 36, 77-95.
  • Nunan, D. (2016). Teaching English to young learners. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 68-81). Routledge.
  • Uztosun, M. (2018) In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557-569. https://doi.org/10.1080/19415257.2017.1374989
  • Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
  • Rapti, D., Gerogiannis, D., & Soulis, S. G. (2023). The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability. European Journal of Special Needs Education, 38(2), 185-202. https://doi.org/10.1080/08856257.2022.2045816
  • Rezabala, A., Elena, M., & Villafuerte Holguin, J. S. (2020). Adaptations for teaching children with special educational needs in ESL context. International Journal of Social Science Studies, 8(1), 121-134. https://doi.org/10.11114/ijsss.v8i1.4668
  • Shalbayeva, D. K., Zhetpisbayeva, B. A., Akbayeva, G. N., & Assanova, D. N. (2021). Organizational and Pedagogical Conditions for the Educational Process Implementation within the Inclusive Education in the Republic of Kazakhstan. European Journal of Contemporary Education, 10(3), 711-725.
  • Sowell, J., & Sugisaki, L. (2020). An exploration of EFL teachers’ experience with learning disability training. Latin American Journal of Content & Language Integrated Learning, 13(1). https://doi.org/10.5294/laclil.2020.13.1.7
  • Srivastava, M., de Boer, A., & Pijl, S. J. (2015). Inclusive education in developing countries: A closer look at its implementation in the last 10 years. Educational Review, 67(2), 179–195. https://doi.org/10.1080/00131911.2013.847061
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (1994). The Salamanca statement and framework for action on special needs education. Author.
  • World Health Organization [WHO]. (2023). Disabilities. Author.
  • Yastıbaş, A. E. (2021). The place of inclusive education in the new English language teacher education program of Turkey. Eurasian Journal of Teacher Education, 2(1), 1-9.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.