Iranian EFL Teachers' Practices for Learners with Physical Disabilities in Inclusive English Language Classrooms

Autor/inn/en	Ahmadi, Masoume; Rezai, Mohammad Javad; Jabbari, Ali Akbar
Titel	Iranian EFL Teachers' Practices for Learners with Physical Disabilities in Inclusive English Language Classrooms
Quelle	In: Iranian Journal of Language Teaching Research, 10 (2022) 2, S.137-162 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Language Teachers; Inclusion; Students with Disabilities; Physical Disabilities; Student Needs; Teaching Methods; Accessibility (for Disabled); Teacher Characteristics; Teacher Role; Peer Influence; Parent Role; Teacher Collaboration; Educational Resources; Classroom Environment; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Physical handicap; Körperbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Accessibility; Zugänglichkeit; Lehrerrolle; Parental role; Elternrolle; Lehrerkooperation; Bildungsmittel; Klassenklima; Unterrichtsklima
Abstract	Inclusion as a vast-growing practice commits teachers, the central pillar of the inclusive education, to maximize learning outcomes for all learners. In spite of voluminous research on inclusion and the critical role of teachers in its successful implementation, there remains a paucity of research on EFL teachers' practices for students with disabilities in inclusive classes. This qualitative study aimed to detect EFL teachers' practices in inclusive English language classes and describe how inclusion may influence teacher practices. To this end, five English language classes were observed for sixteen 90-minute sessions (7200 minutes), and30 EFL teachers (15 male and 15 female) with the experience of teaching at least one learner with physical disability over the past six months were also interviewed. This multiple-case study revealed that EFL teachers' practices are partially, but not completely, tailored to the needs of learners with disabilities in inclusive EFL classes. A conceptual framework was also developed based on 483 extracted entries, according to which teachers' inclusive practices in EFL classes were classified into support-oriented (and non-support-oriented categories. Findings also offered valuable insights into the current status of inclusive English language teaching in Iran. The pedagogical implications of the study are discussed in the paper. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01