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Inclusive Education in Foreign Language Teaching: What is the First Step to Make it Work?

Troeva, Blagovesta (2017) Inclusive Education in Foreign Language Teaching: What is the First Step to Make it Work? Юбилеен годишник на департамент „Англицистика“ 2016 . pp. 29-41. ISSN 2367-8720

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Official URL: https://publishing-house.nbu.bg/bg/elektronni-izdaniq/periodika/jubileen-godishnik-na-departament-anglicistika-2016

Abstract

With the international call and legal requirements for inclusive education an increasing number of students with special educational needs are enrolled in mainstream schools. While lack of training and feeling of unpreparedness is often some teachers’legitimate reason for reluctance to teach learners with disabilities, it is the teachers’own awareness of the right of all individuals to quality and inclusive education that builds the foundation for inclusive education to take place. The paper reviews the principles and policy of inclusion, the way inclusive education is introduced in Bulgaria, and presents a survey among twenty-six teachers of English and four teachers of other foreign languages living in Bulgaria about their attitude to teaching students with disabilities. The findings show a relatively reserved attitude and lack of initiative in some teachers to look for specialized assistance or additional guidelines. Unarguably, teaching learners with special educational needs is a challenging task. The author claims that in these difficult conditions, raising awareness of inclusive education.

Item Type:Article
Uncontrolled Keywords:inclusion, inclusive education, foreign language teaching, teachers, attitude
Subjects:Language. Linguistics. Literature > Foreign language studying
Language. Linguistics. Literature > Language
Sociology.Anthropology > Social interaction. Social processes
Sociology.Anthropology > Social sciences
ID Code:3803
Deposited By: Ms Blagovesta Troeva
Deposited On:15 Aug 2018 06:17
Last Modified:15 Aug 2018 06:17

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