Learning Dynamics and Adaptations of Learners with Special Educational Needs (LSENs) in English Language Teaching in Inclusive Classrooms

Learners with Special Educational Needs (LSENs) experience unique educational journeys in inclusive English classrooms. The study aimed to understand response patterns and task completion dynamics of learners with special educational needs (LSENs), particularly focusing on the deaf and visually impaired, within inclusive English instructional environments to inform effective pedagogical approaches and support structures. The qualitative study employed a case study method at Abra High School in rural Abra Province, Philippines. Purposive sampling selected two Grade 7 learners with special educational needs (deaf and visually impaired) enrolled in English classes. Data collection involved semi-structured interviews, classroom observations using protocols, and document analysis using templates to explore learner experiences, classroom dynamics, and educational materials. Thematic analysis was applied to interview transcripts, observation notes, and document reviews. text. The study yielded significant insights into the English language learning experiences of learners with special educational needs (LSENs), focusing particularly on visually impaired and deaf students within inclusive classrooms. It found that assistive technologies such as screen readers and tactile aids were instrumental for visually impaired learners, enabling them to effectively access and engage with English materials. Similarly, deaf learners benefited greatly from visual communication tools like sign language interpreters and captioning, facilitating their comprehension and active participation in English tasks. Support systems emerged as crucial components in navigating English learning for LSENs. Personalized teacher guidance and peer collaboration were highlighted as essential factors that fostered inclusivity and mutual support among students. These support mechanisms enhanced engagement and contributed significantly to the student's comprehension and ability to navigate complex language structures. Despite these supportive measures, the study also identified challenges faced by LSENs, particularly in understanding abstract concepts and intricate language nuances. However, the study also highlighted the effectiveness of tailored instructional approaches that incorporated visual aids and provided clear explanations, instilling confidence in the potential of these methods to address these challenges effectively. Ultimately, the findings emphasize the transformative potential of inclusive practices in enhancing the educational experiences of learners with special educational needs in English language education. They advocate for continued efforts to integrate assistive technologies, personalized support systems, and tailored instructional strategies to ensure equitable access and optimal student learning outcomes.