English Teachers' Strategies Towards Students with Special Education Needs in A Regular Middle School

Abstract

This study explores the strategies used by English teachers in teaching students with Special Education Needs (SEN) in a regular middle school with an inclusive setting. Inclusive education has become increasingly important because it provides equal learning opportunities for all students. However, many teachers still encounter challenges in effectively teaching students with SEN in a regular classroom along with regular students. Previous studies have discussed inclusive education in general, but there is limited research that focuses on English teachers’ practical strategies. Therefore, this study aims to find out how English teachers implement their strategies to support SEN students. This research used a qualitative approach with descriptive design using observation and semi-structured interviews with English teachers. The data were analyzed using thematic analysis, and the result revealed four main strategies, which are: differentiated lesson plans, differentiated instructional methods, the use of instructional media, and managing classrooms through empathy and peer support. English teachers adjusted lesson plans, simplified materials, and used strategies such as repetition, Total Physical Response (TPR), and visual media to support students with SEN understanding, while also promoting empathy and peer support. These findings encouraged English teachers to strengthen their competence in inclusive classroom settings. English teachers should adapt different instruction and manage the differences among students. Furthermore, teaching students with SEN in a regular classroom should not be viewed only as adjusting the materials but also as a continuous effort to respond and fulfill students’ individual learning needs.