This paper provides an in-depth analysis of the current status of English teaching for disabled college students through methods such as survey questionnaires and theoretical induction. It reveals the challenges and teaching needs in English learning for disabled college students, emphasizing the necessity of integrating American educational philosophy into English teaching. Drawing upon universal aesthetic theories, this study summarizes methods for applying aesthetic education in English teaching tailored to disabled college students. These methods aim to enhance students' perception of English language beauty, improve teaching efficiency, and cultivate their ability to appreciate, express, and create beauty.
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Li et al. (2024) studied this question.
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