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