عنوان مقاله:

نویسندگان:

Mojtaba Maghsoudi، Masoume Ahmadi، Nima Nikbakht

Although inclusion is the latest policy for students with disabilities to enjoy equal access to education, its successful implementation is not guaranteed. A combination of focused-group and individual interviews were used in the present study to explore how inclusion is implemented in the EFL context of Iran. To this end, some disabled and non-disabled students (n=36) were randomly selected to participate in this study. An analysis of qualitative data indicated that both groups of students were aware of the strengths and weaknesses of inclusive education; however, many non-disabled students were not cognizant of the various issues facing students with disabilities. Although they agreed that educational placement should be a matter of choice with regard to each individual’s physical and academic needs, they found it exclusively conditional on the impairments. Whilst disabled students were strongly supportive of inclusive education, they expressed their suffering from social and physical exclusion in inclusive classes as well. It would appear, however, that for the students participating in inclusive English language classes, the teachers as the central pillars of inclusive education were unable to cater for their needs, suggesting English language teachers’ lack of inclusive expertise and teaching skills. The findings are thoroughly discussed and implications and recommendations for future research conclude the study.

Inclusion, Inclusive education, segregation, students with disabilities

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Maghsoudi، Mojtaba، Ahmadi، Masoume، Nikbakht، Nima، 1398، Threats to the Inclusive Movement: Experiences of Disabled and Non-Disabled Students Within an Inclusive English Language Classroom، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505992