Inclusive language and social integration: teacher perspectives on (L)inclusive practices in K-12 settings

Despite growing recognition of the importance of inclusive education, the role of inclusive language as a foundational mechanism of social integration remains underexplored in K-12 settings. This study address that gap by exploring K-12 teachers’ perceptions and experiences regarding the role of language in inclusive education, introducing the concept of (L)inclusive education to emphasize the centrality of language in fostering equity and belonging. Adopting a qualitative case study design, data were collected from 83 teachers through an online perception form consisting of demographic items, open-ended questions, and a metaphor-completion task. Thematic content analysis revealed that teachers perceive language as both a facilitator and barrier to social integration, applying a range of relational, cultural, and multimodal strategies to support diverse learners. Challenges related to communication barriers, student characteristics, classroom constraints, and uncertainty in using inclusive language were also identified. Teachers’ metaphorical representations further illuminated their beliefs, values, and struggles concerning inclusive practice. The findings highlight the need for reflective language use and institutional support, contributing to the growing recognition of language as a foundational component of inclusive education.