Analysis of EFL teaching approaches for students with intellectual disabilities: case study of a student with cerebral palsy
Abstract
Inclusive education, as a matter of policy, in addition to making education accessible to all, is intended to foster a diverse and nurturing learning environment for learners with disabilities. This study explores English as a Foreign Language (EFL) teaching approaches for a 15-year-old eighth-grade student with cerebral palsy at Unidad Educativa 11 de Noviembre, Machachi, Canton of Mejia. Qualitative data collection involved surveys of teachers who had worked with Juanito (a pseudonym), along with insights from professionals supporting Juanito, including a Ministry of Education psychologist Findings reveal Juanito thrives in collaborative settings but is prone to distractions, occasionally disrupting class. He generally enjoys group activities but sometimes prefers one-on-one instruction, posing instructional challenges. The student’s motivation and energy levels are also affected by seizure medication. Data showed strategies include individual, paired, and group activities, along with the integration of technology. However, their success can be contingent on the student’s emotional state. These results emphasize the urgent need for educational institutions to allocate resources and develop infrastructure conducive to inclusive education in the EFL class, accommodating the diverse needs of students with disabilities. Future research avenues include longitudinal studies, comparative analyses across different educational settings, the inclusion of family and student perspectives, exploration of assistive technologies, assessment of teacher training programs, and policy impact evaluations in inclusive education.
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