Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs

Evans, William Howard; Gable, Robert A.; Habib, Amany

doi:10.3390/educsci11060281

Cited by 12 publications

(6 citation statements)

References 21 publications

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“…As a result of this study base on literature review found that there are some teaching strategies that can be used to address dyslexic students' learning difficulties while also taking the needs of other students into account. Some strategiests are task analysis, explicit phonics instruction, multisensory instruction, and fielddependent approaches are among the strategies used (Evans et al, 2021;Flood & Banks, 2021;Stuart & Yates, 2018). Effective and appropriate teaching strategies that are tailored to their specific needs.…”

Section: Discussionmentioning

confidence: 99%

Teaching Strategies Used to Deal with Dyslexic Students’ Learning Difficulties

Dewi

2022

JPBI

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Dyslexia is a hereditary, neurodevelopmental learning disorder found to appear in around 10% of the population, characterized by difficulty in reading. Therefore, it needs to be addressed properly by implementing appropriate teaching strategies that can help dyslexic students to learn in the inclusive education setting. However, there is still limited study that provides literature related to the matter. Therefore, this study was a conceptual research aimed to analysing teaching strategies used to deal with the learning difficulties encountered by dyslexic students and provide descriptions related to the dyslexic students’ characteristics along with their learning difficulties. This study is a kind of literature review through library research.The result found that there are four teaching strategies that teachers can use to deal with dyslexic students’ learning difficulties, which are task analysis, explicit phonics instruction, multisensory instruction, and field-dependent approaches. The strategies are adjusted to the characteristics and learning difficulties faced by dyslexic students that include low phonological awareness, slow working memory, rapid naming difficulty, slow processing speed, and low skills automatic development. The strategies emphasise on providing clear, direct instruction with multiple aids and assistance from the teachers. The use of several accommodations are also needed in order to help the dyslexic students to develop their reading skill and deal with their learning difficulties.

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Section: Discussionmentioning

confidence: 99%

Teaching Strategies Used to Deal with Dyslexic Students’ Learning Difficulties

Dewi

2022

JPBI

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“…This effort is not only based on efficacy and costeffectiveness but also on ensuring that students with typical needs and students with special needs who reside in the community are not divided from one another as a community. Both of these principles are essential for the success of this endeavor (Evans et al, 2021). However, in contrast to previous research that predominantly focuses on specialized educational settings, this study provides novelty through a case that emphasizes English language education for students with special needs in public schools.…”

Section: Introductionmentioning

confidence: 96%

Teaching Strategies to Cope High School Students with Special Needs in EFL Class

Khofifah,

Anugerahwati

2024

Eralingua

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Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies

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“…Among other issues, they have suffered a disruption in their education due to experiencing several migrations and those who have difficulties in achieving educational success are the so-called students with limited or interrupted formal education (SLIFE) (Custodio and O'Loughlin, 2020.). SLIFE have unique needs that require specific attention in the socio-educational field (Evans, Gable and Habib, 2021.;Browder, 2018. ), such as "their limited first-language literacy skills, frequent gaps in academic knowledge and skills, and, sometimes, critical social and emotional needs.…”

Section: Introductionmentioning

confidence: 99%

Immigrant Students With Limited or Interrupted Formal Education: The Influence of High Expectations and Adult Role Models on Educational Inclusion

Errazu

Berrozpe

Saso

2023

ASW

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This exploratory study examines non-refugee immigrant students with limited or interrupted formal education (SLIFE) from Latin America pursuing their secondary education. The education system and the language (English) used differ from the system and language (Spanish) used in their home countries, leading to the educational exclusion of this group. Therefore, we focus on analysing the positive role of high expectations and adult role models concerning the educational inclusion of SLIFE in the host country. To this end, we conducted an empirical research using the communicative approach, interviewing 36 Latin American SLIFE between 15 and 20 years and 14 of their families. Ključne riječi SLIFE, education, emotional factors, high expectations, adult role models

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Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs

Cited by 12 publications

References 21 publications

Teaching Strategies Used to Deal with Dyslexic Students’ Learning Difficulties

Teaching Strategies Used to Deal with Dyslexic Students’ Learning Difficulties

Teaching Strategies to Cope High School Students with Special Needs in EFL Class

Immigrant Students With Limited or Interrupted Formal Education: The Influence of High Expectations and Adult Role Models on Educational Inclusion

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