Teaching English to students with special educational needs: Perspectives of teachers in inclusive classrooms in Türkiye
Yazarlar (2)
Aleyna Ozbakir
Ministry of National Education, Türkiye
Ministry of National Education, Türkiye
Doç. Dr. Muhammed Akif KARAL Sinop Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Preventing School Failure | ||
| Dergi ISSN | 1045-988X Dergi Bilgileri (2026) | ||
| Dergi Tarandığı Indeksler | Scopus | ||
| Makale Dili | Ingilizce | Basım Tarihi | 01-2026 |
| Cilt / Sayı / Sayfa | 70 / 1 / 1–9 | DOI | 10.1080/1045988X.2025.2556054 |
| Makale Linki | https://doi.org/10.1080/1045988x.2025.2556054 | ||
| UAK Araştırma Alanları |
Zihin Engelliler Eğitimi
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| Özet |
| Türkiye has been influenced by the global movement toward inclusive education, as seen in significant rise in the number of students with special needs enrolled in general education. This study aims to investigate English language teachers’ views on the process of teaching English to students with special needs in inclusive classrooms. A basic qualitative approach was employed in this study to reveal teachers’ perspectives and interpretations of their experiences. Interacting with the 23 teachers and understanding their perspectives through semi-structured interviews provided in-depth explanations and interpretations of how participants make sense of the situation. The data revealed four key themes of their analysis: (1) educational environment, (2) challenges, (3) adaptations and interventions, and (4) recommendations. The study also offers implications for practitioners and policy makers. |
| Anahtar Kelimeler |
| English language teachers | foreign language | inclusion | Students with special needs |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Scopus | 1 |
| Google Scholar | 2 |