EMBRACING INCLUSIVE EDUCATION: EFL TEACHERS’ PERCEPTIONS AND PRACTICES

Abstract

Most educational institutions in the world, including colleges and secondary schools, have accepted the recent development in the modern education system whereby children with special educational needs (SEN) attend classes together with their peers. In this regard, the concept of inclusive education means providing equal learning opportunities for all students. Although major organisations such as UNESCO have endorsed definitions of inclusive education, the concept has never been stable worldwide, and how it is understood and conceptualised depends on the regional, national and even school context. Given the fast pace of modern society, educators must adapt and respond to rapid changes and new difficulties in the classroom. In the twenty-first century, educators need to adopt innovative learning and teaching methods that allow learners to express themselves more freely. Using this strategy, SEN children can participate equally with their peers in daily activities, form friendships with other students and feel part of the community, which is a main goal of inclusive education. This study explores the opinions of secondary school English teachers in Kazakhstan about inclusive education in the English classroom, focusing on teachers’ perceptions of inclusive education in the EFL environment. The results of this study show that teachers generally have positive attitudes towards inclusion in EFL classrooms. However, some of the findings were contradictory, highlighting the need for more in-depth research in this area. In addition, the results show that teachers working with students with SEN need further training and professional development.