Strategies for Teaching Language to Students with Special Needs
Downloads
Teaching language to students with special needs presents unique challenges, requiring tailored strategies to address diverse learning abilities and disabilities. Despite the growing emphasis on inclusive education, there is limited research on effective language teaching methods for this population. This study explores strategies for teaching language to students with special needs, focusing on their impact on language acquisition and engagement. The research aims to identify and evaluate effective strategies for teaching language to students with special needs, focusing on their impact on language proficiency, engagement, and inclusivity. It seeks to provide practical recommendations for educators to create supportive and effective learning environments. A mixed-methods approach was employed, involving 50 students with special needs and their teachers. Data were collected through classroom observations, teacher interviews, and pre- and post-tests to measure language proficiency. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using statistical software. The findings revealed that multisensory approaches, visual aids, and individualized instruction significantly improved language proficiency and engagement among students with special needs. Teachers reported that these strategies enhanced students' confidence and participation. However, challenges such as resource limitations and lack of training were also identified. Tailored strategies, such as multisensory approaches and individualized instruction, are effective in teaching language to students with special needs. Educators should prioritize inclusive practices and professional development to address challenges and enhance language learning outcomes.
Ai, J., Zhao, M., Behrens, S., & Horn, E. M. (2024). Professional Development Improves Teachers’ Embedded Instruction and Children’s Outcomes in a Chinese Inclusive Preschool. Journal of Behavioral Education, 33(2), 374–395. Scopus. https://doi.org/10.1007/s10864-022-09490-5
Anderson, J. E., Nguyen, C. A., & Moreira, G. (2025). Generative AI-driven personalization of the Community of Inquiry model: Enhancing individualized learning experiences in digital classrooms. International Journal of Information and Learning Technology. Scopus. https://doi.org/10.1108/IJILT-10-2024-0240
Ba?ová, V. (2024). Developing a safe learning environment in primary-level innovative schools in the Czech Republic. Education 3-13. Scopus. https://doi.org/10.1080/03004279.2024.2410482
Bakken, J. P., & Nelson, C. (2024). SPECIAL EDUCATION: ADVANCING VALUES. Dalam Adv. Spec. Educ. (Vol. 38, hlm. 1–9). Emerald Publishing; Scopus. https://doi.org/10.1108/S0270-401320240000038001
Biju, S., & Pallath, V. (2023). The Need for Universal Design for Learning in Higher Education for the Specially-Abled—An Essay. Dalam Improving Inclusivity in High. Education: Addressing the Digital Divide in the COVID Pandemic (hlm. 193–202). Springer Nature; Scopus. https://doi.org/10.1007/978-981-99-5076-8_12
Buchner, T. (2025). On ‘integration rooms’, tough territories, and ‘places to be’: The ability-space-regimes of three educational settings at Austrian secondary schools. International Journal of Inclusive Education, 29(2), 192–209. Scopus. https://doi.org/10.1080/13603116.2021.1950975
Coleman, O. F., Kunemund, R. L., Waterfield, D. A., McClain, S., McDonald, S. D., Welker, N. P., & Kennedy, M. J. (2025). Using Multimedia Instruction to Improve Science Vocabulary Knowledge: Investigating Impact of Three Formats. Journal of Special Education Technology, 40(2), 152–167. Scopus. https://doi.org/10.1177/01626434251314006
Corpuz, T. D., & Maher, A. J. (2024). Primary Teachers’ Inclusive Pedagogy Experiences in Literacy Support for Students with Dyslexia in a Bilingual School. Dalam Shelley M. & Ozturk O.T. (Ed.), Proc. Int. Conf. Res. Educ. Sci. (Vol. 10, Nomor 1, hlm. 428–469). The International Society for Technology Education and Science; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217653143&partnerID=40&md5=d273896b4458d766bfc137b85a268c5b
Culturally appropriate STEM in early childhood. (2025). Dalam Reinventing STEM in Early Child. Educ.: A Constr. Approach (hlm. 52–76). Taylor and Francis; Scopus. https://doi.org/10.4324/9781003488873-3
Gelizon, M. J. B. (2024). Qualitative exploration in mainstreaming classroom inclusivity through the lenses of anti-bias education (ABE). Environment and Social Psychology, 9(11). Scopus. https://doi.org/10.59429/esp.v9i11.3233
González, M. J. A., Ramos, I. B., & Chauvie, D. B. (2025). Life history of teachers in rural schools: The discovery of diversity as a "Standard practice”. International Journal of Educational Research, 131. Scopus. https://doi.org/10.1016/j.ijer.2025.102597
Heilmann, J. J., Bertone, A., & Wojtyna, A. (2024). How Inclusive Practice Increases the Educational Relevance of Individualized Education Programs. Language, Speech, and Hearing Services in Schools, 55(2), 231–248. Scopus. https://doi.org/10.1044/2023_LSHSS-23-00088
Hove, N., & Phasha, N. T. (2024). Support services for learners with learning disabilities in mainstream classrooms using capability theory. South African Journal of Childhood Education, 14(1). Scopus. https://doi.org/10.4102/sajce.v14i1.1418
Individually appropriate STEM in early childhood. (2025). Dalam Reinventing STEM in Early Child. Educ.: A Constr. Approach (hlm. 32–51). Taylor and Francis; Scopus. https://doi.org/10.4324/9781003488873-2
Kumar, M., Singh, G. K. S., & Rahim, R. M. A. B. A. (2024). The alternative pathway: Factors influencing middle-income parents to choose homeschooling. Edelweiss Applied Science and Technology, 8(6), 3129–3139. Scopus. https://doi.org/10.55214/25768484.v8i6.2662
Lapidot-Lefler, N. (2025). Teacher Responsiveness in Inclusive Education: A Participatory Study of Pedagogical Practice, Well-Being, and Sustainability. Sustainability (Switzerland), 17(7). Scopus. https://doi.org/10.3390/su17072919
Li, H., & Li, X. (2023). Rural and urban general education teachers’ instructional strategies in inclusive classrooms in China: A dual system perspective. International Journal of Inclusive Education, 27(1), 72–88. Scopus. https://doi.org/10.1080/13603116.2020.1821796
Mah Tjun Lyn, J., Cheong, L. S., & Binti Rosli, N. A. (2024). Defining the roles and responsibilities of Malaysian primary school educators in supporting the Pre-Transition Stage of inclusive transitions: A Fuzzy Delphi method. International Journal of Inclusive Education, 28(5), 577–593. Scopus. https://doi.org/10.1080/13603116.2021.1942567
Matharaarachchi, M. A. N. C., Samarawickrama, G. U. N., Hemantha, T. G. S., Jayasinghe, H. M. L. M., Ganegoda, D., & Gunathilake, M. P. (2023). E- Learning Assistive System for Autism Spectrum Disorder (ASD) for Kids. ICAC - Int. Conf. Adv. Comput.: Technol. Innov. a Sustain. Econ., Proc., 442–447. Scopus. https://doi.org/10.1109/ICAC60630.2023.10417500
Maurer, K. J., Sturm, A., & Kasari, C. (2025). Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements. Research and Practice for Persons with Severe Disabilities, 50(1), 50–65. Scopus. https://doi.org/10.1177/15407969241261634
Resch, K., Gitschthaler, M., & Schwab, S. (2023). Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools. Intercultural Education, 34(3), 288–304. Scopus. https://doi.org/10.1080/14675986.2023.2180487
Roose, I., Vantieghem, W., Vanderlinde, R., & Van Avermaet, P. (2024). Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction. Educational Review, 76(3), 483–505. Scopus. https://doi.org/10.1080/00131911.2022.2054957
Roski, M., Sebastian, R., Ewerth, R., Hoppe, A., & Nehring, A. (2023). Dropout Prediction in a Web Environment Based on Universal Design for Learning. Dalam Wang N., Rebolledo-Mendez G., Matsuda N., Santos O.C., & Dimitrova V. (Ed.), Lect. Notes Comput. Sci.: Vol. 13916 LNAI (hlm. 515–527). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-3-031-36272-9_42
Roski, M., Sebastian, R., Ewerth, R., Hoppe, A., & Nehring, A. (2024). Learning analytics and the Universal Design for Learning (UDL): A clustering approach. Computers and Education, 214. Scopus. https://doi.org/10.1016/j.compedu.2024.105028
SIGCSE 2023—Proceedings of the 54th ACM Technical Symposium on Computer Science Education. (2023a). SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ., 2. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149750645&partnerID=40&md5=b5bb6d4a9a0fd7cd5112911f3bdc1e0a
SIGCSE 2023—Proceedings of the 54th ACM Technical Symposium on Computer Science Education. (2023b). SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ., 1. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149852331&partnerID=40&md5=e81ed49b8248fca1a398c057362da2a9
Steinert, C., & Jurkowski, S. (2024). Preparing student teachers for inclusive classes: The effects of co-teaching in higher education on students’ knowledge and attitudes about inclusion. International Journal of Inclusive Education, 28(14), 3392–3407. Scopus. https://doi.org/10.1080/13603116.2023.2274113
Strogilos, V., Lim, L., & Binte Mohamed Buhari, N. (2023). Differentiated instruction for students with SEN in mainstream classrooms: Contextual features and types of curriculum modifications. Asia Pacific Journal of Education, 43(3), 850–866. Scopus. https://doi.org/10.1080/02188791.2021.1984873
Sularso, S., Wadiyo, W., Cahyono, A., Suharto, S., Pranolo, A., & Nuryana, Z. (2023). Digital Transformation in Music Education: Addressing Challenges in Technology-Enhanced Music Education. Dalam Moreira F., Gonzalez-Gonzalez C.S., Infante-Moro A., Infante-Moro J.C., Gallardo-Perez J., Garcia-Holgado A., & Garcia-Penalvo F.J. (Ed.), Proc. - JICV?: Int. Conf. Virtual Campus. Institute of Electrical and Electronics Engineers Inc.; Scopus. https://doi.org/10.1109/JICV59748.2023.10565641
Thandayuthapani, S., & Thirumoorthi, P. (2025). Leveraging technology and mentorship programs to bridge the academic and social gap for first-generation learners in higher education. Dalam Mitigating Learn. Disadvantages in Teach. And Learn. (hlm. 267–299). IGI Global; Scopus. https://doi.org/10.4018/979-8-3693-8623-1.ch010
Tshering, G. (2025). Teaching and Learning. Dalam State of Primary Education in Bhutan: Culture, Development and Innovation (hlm. 32–70). Taylor and Francis; Scopus. https://doi.org/10.4324/9781003536017-3
Williams, B. W., & Welindt, D. (2023). Assisting physicians who exhibit disruptive behavior: Understanding the costs, contributors, and corrections. Australasian Psychiatry, 31(2), 132–135. Scopus. https://doi.org/10.1177/10398562231156477
Copyright (c) 2024 Titik Nuryanti, Sofia Lim, Ethan Tan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
