Inclusive Education: Language Learning of Students with Disabilities

By Kittitouch Soontornwipast.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The move toward Education for All have brought the issue of inclusion into the forefront in the past few years. At the Language Institute of Thammasat University, approximately 15-25 disabled students are admitted to undergraduate programs each year. Types of disabilities include blindness, low vision, deaf, hard-of-hearing, learning disabilities and physical disabilities. Those students are placed in the regular classrooms with regular students. The rationale behind this practice is that learning and interacting with peers with diverse skills and abilities helps all students learn and develop the skills necessary to live and work in the real world. This phenomenological study aimed to describe the English language learning experiences of students with disabilities. Semi-structured interviews were conducted to collect data from students with disabilities and teachers. The findings reveal experiences of different types of disabled students in learning English and factors affecting their success in learning.

Keywords: Inclusive Education, Education for all, Students with Disabilities, English Language Learning

International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 7, pp.155-168. Article: Print (Spiral Bound). Article: Electronic (PDF File; 790.083KB).

Dr. Kittitouch Soontornwipast

Vice Director for Research and International Affairs, Language Institute, Thammasat University, Bangkoknoi, Bangkok, Thailand

Kittitouch Soontornwipast is an assistant professor at the Language Institute of Thammasat University. He obtained his MA in Teaching English to Speakers of Other Langauges (TESOL) at California State University, Los Angeles in 1995. He obtained his Doctor of Education in Professional Development at Victoria University, Australia in 2008. His academic interests are English program evaluation, teaching English for specific purposes, inclusive education, instructional media, and action research for English teachers. He has had experience in training primary and secondary English teachers.

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