Include not exclude: Inclusion in EFL classes | ||||
| المجلة الدولية للعلوم التربوية و الانسانية المعاصرة | ||||
| Volume 2, Issue 3, July 2023, Page 30-52 PDF (336.16 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.12816/ijches.2023.313735 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Ahmed H Seifelden* | ||||
| Faculty of Education, Menoufia University | ||||
| Abstract | ||||
| There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualizing how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. More specifically the objective is to consider inclusive education in relation to children with disabilities in EFL classrooms. Responding to what is typically a poorly conceptualized and defined area of educational research and practice, this paper attempts to chart the relationship between regular and special education as a means for analysing the attenuation of inclusive education through its appropriation and application by special education. Drawing on the 'knowledge turn' in inclusive education studies, we argue that although an analytical distinction between knowledge and pedagogy may be useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Studies have established that differentiation of English teaching strategies and learning processes are effective inclusive teaching approaches (Miller, 2015; Tugba & Izci, 2018; EADSNE, 2012), and that is the main idea of inclusive education and inclusive practice. | ||||
| Keywords | ||||
| inclusion; special educational needs; inclusive pedagogy | ||||
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