Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Shaping an inclusive environment in an EFL classroom
Lola ESHANKULOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received May 2024
Received in revised form
15 June 2024
Accepted 25 June 2024
Available online
15 July 2024
This article examines the impact of inclusive education
strategies in the context of teaching English as a foreign
language (EFL). The study included a review of documentation,
pre-and post-
service teachers’ accounts, and surveys.
Preliminary results indicate that pre-service teachers are
actively improving their teaching methods by adapting their
teaching materials to the diverse needs of their learners. The
results highlight the importance of preparing pre-service
teachers to adapt their curricula to students with special
educational needs. This, in turn, facilitates more effective
classroom management, planning of the learning process, and
the development of creative teaching approaches.
2181-
1415/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol5-iss6/S-pp286-292
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
Curricular adjustment,
disabilities,
learners with special
educational needs,
to teach inclusively,
foreign language,
teacher retraining program,
educational standard.
Xorijiy til ukitish darslarida inklyuziv muxit yarata olish
ANNOTATSIYA
Kalit so‘zlar
:
o
‘
quv dasturlarini
moslashtirish,
nogironlar,
alohida ta
’
limga muhtoj
o
‘
quvchilar,
inklyuziv tarzda o
‘
qitish,
chet tili,
o
‘
qituvchilarni qayta
tayyorlash dasturi,
ta
’
lim standarti.
Ushbu maqola ingliz tili chet tili (EFL) kontekstida inklyuziv
ta’lim strategiyalarining ta’sirini o‘rganadi. Ma’lumotlarni
yig‘ish hujjatlarni tahlil qilish, o‘qituvchilarning hikoyalari va
so‘rovni o‘z ichiga oldi. Dastlabki ma’lumotlar shuni
ko‘rsatadiki, o‘qituvchilar o‘quv mazmunini turli xil ehtiyojlarni
qondirish uchun moslashtirib, o‘qitish usullarini yaxshilaydilar.
Xulosa qilib aytadigan bo‘lsak, bo‘lajak til o‘qituvchilarini
nogiron o‘quvchilar uchun o‘quv dasturlarini o‘zgartirishga
chaqirish sinfni yaxshiroq boshqarishga, o‘qitishning yanada
samarali dizay
niga va o‘qitishdagi ijodkorlikni oshirishga olib
kelishi mumkin.
1
EFL Instructor, Integrated English Language Teaching Course-2 Department, Uzbekistan State World Languages
University. E-mail: eshankulovalola@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
287
Формирование инклюзивной среды на занятиях
иностранного языка
АННОТАЦИЯ
Ключевые слова:
корректировка учебной
программы,
инвалидность,
учащиеся с особыми
образовательными
потребностями,
инклюзивное обучение,
иностранный язык,
программа
переподготовки учителей,
образовательный
стандарт.
В данной статье анализируется влияние стратегий
инклюзивного образования в контексте преподавания
английского языка как иностранного (EFL). Исследование
включало анализ документации, рассказы преподавателей
до и после начала их профессиональной деятельности, а
также опросы. Предварительные результаты указывают на
то, что преподаватели начального образования активно
совершенствуют свои методы, адаптируя учебный
материал к разнообразным потребностям учащихся.
Результаты
подчеркивают
значимость
подготовки
будущих преподавателей к адаптации учебных программ
для
студентов
с
особыми
образовательными
потребностями. Это, в свою очередь, способствует более
эффективному
управлению
классом,
планированию
учебного процесса и развитию творческих подходов в
преподавании.
INTRODUCTION
Every child should have access to education, as it is "both a human right in itself
and an indispensable means of realizing other human rights". Excluding children with
disabilities from education jeopardizes their future opportunities for success. Diversity is
a key focus in today's world, prominently visible in classrooms worldwide, including in
Croatia, where students of various abilities, cultural backgrounds, socioeconomic
statuses, languages, and family structures come together. [1, 35]
Inclusive education aims to address the unique needs of every child. Although the
concept is not new, it demands dedicated efforts and preparedness from teachers.
Inclusive education involves teachers, students, school staff, the local community, and
others. However, teachers play a crucial role in fostering inclusion in schools. They
implement essential changes to meet each child's individual needs and must be "well-
trained" to do so. Teachers create "socially supportive learning environments" that are
welcoming and supportive, enabling all students to achieve academic and social success.
Such environments help students with disabilities feel accepted, safe, and respected.
Effective inclusion relies on competent teachers with positive attitudes toward
inclusion. For inclusion to be successful, teachers must be prepared to teach and embrace
students with disabilities. Conversely, a lack of teacher competence hinders the
development of quality inclusive education. Studies indicate that Croatian teachers feel
inadequately prepared to work with children with disabilities. [2, 74]
The authors of the article are professional educators specializing in teaching
English as a Foreign Language (EFL) and are involved in EFL preservice and in-service
education programs at Moscow City University and Ogarev Mordovia State University in
Russia. They also adapt teaching materials for inclusive settings across various
educational levels. Like many of their peers, the authors are concerned about the
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
288
insufficient preparation of foreign language (FL) teachers for inclusive classrooms.
To address this issue, they aimed to establish standards for inclusive FL teacher training.
The authors conducted a review of existing research literature, developed a
questionnaire, and analyzed survey results to identify the need for inclusive FL teaching.
Their analysis focused on current levels of preservice and in-service teacher training and
pinpointed areas where teachers need competencies for inclusively teaching students
with special educational needs (SEN).
DISCUSSION AND RESULTS
This qualitative research aimed to investigate curricular adjustments in inclusive
education by exploring research problems from the perspective of the involved
population. Mack et al. (2005) propose that this research methodology is suitable for
understanding various cultural and individual aspects of specific groups. Through this
approach, researchers can delve into the distinct characteristics, values, beliefs, and
practices that define different cultures and individuals. Recognizing this diversity is
essential for fostering inclusivity and promoting cross-cultural understanding. [3, 18]
According to Creswell (2012), qualitative research allows for thorough
investigation in the field of educational research, facilitating in-depth exploration.
Methods such as documental inquiry and surveys are used to deeply investigate
educational phenomena.
Buns (2015) explains that action research examines social situations and
encourages the active and cooperative involvement of participants. This type of research
goes beyond traditional methods by actively involving those affected by the findings.
Zapata and Rondán (2016) state that action research aims to create supportive elements
that contribute to social transformation, engaging individuals in the process. By involving
individuals in the research process, this methodology ensures their voices are heard,
their experiences are considered, and their perspectives shape the outcomes. [4, 56]
For this article, three instruments were used. The first was documental inquiry,
which involves data analysis to outline the various stages in the methodology. This
process guides the understanding of the researched information (De Andrade et al.,
2018). Carrillo (2020) notes that documentary research involves significant processes
such as gathering, comparing, and analyzing specialized knowledge about a specific
phenomenon.
The second instrument used was preservice teachers' narratives. Carrillo stated
that narratives encompass significant aspects of our existence, including beliefs, actions,
culture, and even thoughts. By examining these narratives, we not only gain a deeper
understanding of the core issues but also explore the complexity and variations that
explain why events unfold in specific ways. Additionally, Pereira Pére emphasized that
data gathering involves collecting various elements, including verbal, nonverbal, and
visual components, such as narratives and images.
The third and final instrument, which is perhaps one of the most commonly used,
was a survey. According to Ros, surveys are considered an effective tool for describing
the reality of the participants. Additionally, López
-
Roldán & Fachelli noted that surveys
serve as valuable instruments in research, enabling us to uncover the unspoken truths of
the respondents. [5, 32]
Data collection involved compiling sixty scientific articles focused on inclusive
education, covering teaching practices, disabilities, and curricular adjustments. Atlas Ti
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
289
software was utilized to categorize information on the various aspects examined in the
inquiry. The analysis revealed that exploring disabilities presented nuanced challenges
for teachers, with strategies often targeting specific disabilities individually. The study
examined 90 narratives from EFL pre-service teachers, highlighting persistent
uncertainties surrounding curricular adjustments and indicating a need for further
exploration in this area.
The narratives underscored the complexities and difficulties in adapting curricula
to meet the diverse needs of learners in language education settings. The findings
emphasized the necessity for continued research and discussion to better understand
effective implementation of curricular changes that enhance students' language learning
experiences.
Additionally, the investigation showed that the practical teaching experience
offered through an elective at a public university was highly valued by students. This
real-world teaching opportunity allowed pre-service teachers to apply theoretical
knowledge and develop practical skills, positively influencing their learning and
motivation. In-service teachers also expressed support for continuing such workshops to
bridge the gap between theory and practice for pre-service teachers. [6, 108]
These findings underscore the importance of ongoing research and discussions on
curricular adjustments in EFL education. They also highlight the potential benefits of
providing meaningful teaching experiences in authentic contexts for pre-service teachers.
By addressing uncertainties about curricular adjustments and continuing to offer
practical teaching opportunities, educational institutions can better prepare future
language teachers and enhance the quality of language education.
The results from a semi-structured survey indicated that students greatly
appreciated the inclusive education experience, noting it was their first encounter with
such an approach. However, the survey also revealed uncertainties among students
regarding how to further adjust the curriculum to accommodate specific disabilities and
contexts. [7, 41]
Based on the initial findings of the documentary inquiry, it is evident that inclusive
education is increasingly recognized as crucial. According to Lopez et al. (2021),
educators play a pivotal role in addressing and accommodating the diverse needs
students may present in classrooms. By embracing inclusive practices, educators can
mitigate the marginalization that students often experience when treated differently.
Inclusive education acknowledges that each student possesses unique needs, thereby
fostering a culture of respect and breaking down social barriers in educational settings.
However, despite its growing popularity, there remains a significant lack of access to
quality education for individuals with disabilities.
Pawlik et al. (2023) conducted research involving autistic adolescents, highlighting
that inadequate educational environment, which fail to consider their interests, diverse
needs, and abilities, directly impede their educational progress and overall success.
There is widespread concern about the conditions provided to students in schools, as
insufficient attention and accommodations can severely limit their academic and
personal development.
International standards emphasize the urgent necessity of creating inclusive
opportunities for all learners. According to King-Sears (2008), this can be achieved
through designing curricula and activities that accommodate different modes of
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
290
representation, expression, and engagement. The Universal Design for Learning
framework, initially proposed in 1984, underscores the importance of adjusting
instructional materials, methods, and assessments to ensure accessibility, engagement,
and effectiveness for diverse learners. The UNESCO Salamanca Statement and
Framework for Action in 1994 further reinforced the principle that all learners,
regardless of physical, intellectual, or emotional differences, should be integrated into
mainstream schools and provided with necessary support. [8, 27-35]
The Convention on the Rights of Persons with Disabilities (CRPD) was established
in 2006 to uphold and protect the rights of individuals with disabilities, ensuring their
full and equal enjoyment of all human rights and freedoms, and promoting respect for
their inherent dignity (Lang et al., 2011). Built upon existing human rights principles,
particularly non-discrimination, the CRPD mandates that countries must guarantee
inclusive and quality education for all individuals without exception, as articulated in
Article 24.
In summary, the research highlights the imperative of inclusive education and
underscores the ongoing need for educators to receive adequate training and
professional development to effectively meet the diverse needs of all students. [9, 42]
CONCLUSION
In conclusion, this study examined the experiences of prospective teachers in
implementing an inclusive approach through preparation, implementation, and outcomes
of curricular adjustments in a public institution with a diverse student div, including
students with disabilities. Narrative analysis served as the primary method, yielding
several significant findings. Firstly, existing research often segregates disabilities from
student competencies, offering fragmented perspectives. The study underscored the
importance of a holistic and integrated approach to inclusive education by identifying
various constraints and opportunities that can be addressed through effective teaching
practices.
Secondly, the study involved narratives from 90 in-service educators who
highlighted the positive aspects of inclusive classrooms while acknowledging challenges
such as feeling unprepared to teach students with disabilities in regular classrooms.
Common challenges cited included inadequate resources, limited budgets, large class
sizes, and insufficient support from special educators. These findings underscored the
necessity for additional resources, training, and support networks to help teachers
effectively address the diverse needs of students with disabilities.
The third component of the study focused on the impact of surveys regarding
participants' ability to adapt the curriculum to accommodate specific disabilities. While
participants found the experience enjoyable, it also revealed the complexity of managing
a wide range of disabilities not represented in the sample. While some participants
expressed confidence in adapting the curriculum, they also expressed a need for ongoing
support and guidance to enhance their expertise in this area.
In summary, this research emphasizes the importance of a comprehensive and
coordinated approach to inclusive education, where curricular adjustments are prepared,
adjusted, and implemented to meet the diverse needs of students with disabilities. It
highlights the necessity for thorough training, adequate resources, and continuous
support for both pre-service and in-service educators to effectively meet the educational
needs of all students.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
291
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
292
REFERENCES:
1.
Acedo, C., Ferrer, F., & Pamies, J. (2009). Inclusive education: Open debates and
the road ahead. Prospects, 39(3), 227-238.
2.
Agbenyega, J. S., & Klibthong, S. (2012). Transforming selves for inclusive
practice: experiences of early childhood preservice teachers. Australian Journal of
Teacher Education, 37(5), 65-77.
3.
Creswell, J. (2012). Educational Research, Planning, conducting and evaluating
quantitative and qualitative research. Edwards Brothers Inc. 4th Edition.
4.
Carrillo Cruz, C. E. (2020). Research & Pedagogy, epistemological correlations
towardsEducation for All.
5.
Lauber, C. (2008). Stigma and discrimination against people with mental illness:
a critical appraisal. Epidemiology and Psychiatric Sciences, 17(1), 10- 13.
6.
López
-
Roldán, P., & Fachelli, S. (2016). La encuesta. Metodología de la
investigación social cuantitativa.
7.
Lopez-
Gavira, R., Orozco, I., & Doménech, A. (2021). Is pedagogical training an
essential requirement for inclusive education? the case of faculty members in the area of
social and legal sciences in spain. PLoS ONE, 16(7 July) doi:10.1371.
8.
Ríos, F. T. (2004). Ensayo sobre el uso de la encuesta: hermenéutica y
reflexividad de la técnica investigativa. Revista Austral de Ciencias Sociales, (8), 17
-27.
9.
Tenerife, J. J. L., Peteros, E. D. L., Bunghanoy, J. L., Pinili, L. C., de Vera, J. V., &
Fulgencio, M. D. (2023). Impact of parental involvement on the communication skills of
children with autism. International Journal of Evaluation and Research in Education,
12(2), 659-666. doi:10.11591.
