Challenges Faced by English Teachers in Teaching Slow Learners with Special Needs in Inclusive Classrooms
Abstract
The implementation of inclusive education requires English teachers to deal with the diversity of students with special needs. However, there is a gap between inclusion and theory in the field, especially regarding teacher readiness and available support. This study aims to identify the challenges faced by English teachers in teaching students with special needs in inclusive classrooms, as well as the strategies used to overcome them. This study uses a descriptive approach with a qualitative method on one teacher in an inclusive class at SMPN 14 Bandar Lampung. Data was collected through observation and interviews. The participant in this study was one English teacher who was purposively selected based on his or her first-hand experience in dealing with students with various special needs (including blindness, learning difficulties, and attention deficits) in an inclusive classroom environment. Data were collected through non-participant classroom observation and semi-structured in-depth interviews. Data analysis was carried out using a qualitative descriptive method through three stages, namely data reduction, data presentation, and conclusion drawn. The study concludes that ongoing training and professional collaboration are essential to support the effectiveness of English teaching in inclusive classrooms.
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References
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DOI: https://doi.org/10.31004/jele.v11i5.2690
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