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(Department of English Language and Literature, Yazd University, Yazd, Iran, Iran, Islamic Republic of)(2) * Ahmadreza Nikbakht
(Department of English Language and Literature, Yazd University, Yazd, Iran, Iran, Islamic Republic of)*corresponding author
AbstractIn the pursuit of inclusive and equitable English Language Teaching (ELT), addressing the unique needs of learners with physical, sensory, or cognitive disabilities is of paramount importance. The current research study explores effective instructional approaches and accommodations tailored to these learners, encompassing a comprehensive literature review and contextual insights. This study employs a qualitative research design. The study included a total number of 17 EFL teachers from six different institutes In Iran. An R script was employed to randomly sample teachers. Key findings of the current study underscore the significance of customized strategies, multisensory instruction, assistive technology integration, inclusive curriculum design, professional development, inclusive assessment practices, and interdisciplinary collaboration. By embracing these principles, educators and researchers can advance inclusive ELT, fostering equitable language acquisition for all learners. This study also, has shed light on the critical importance of addressing the cognitive and sensory needs of learners with cognitive disabilities. Ultimately, commitment to equity and inclusivity in English language teaching may encourage educators and stakeholders to embrace innovative approaches. As a result of this, learners with cognitive disabilities can be successful in their language learning journey. |
DOIhttps://doi.org/10.47679/ijcc.v3i2.652 |
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