Teachers’ Strategies to Teach English for Young Learners with Special Needs in Inclusive School
DOI:
https://doi.org/10.22515/elereviews.v3i2.7548Keywords:
young learners, special needs, strategy, inclusionAbstract
Most schools in Indonesia do not consider English to
be a compulsory subject. English is considered local content and
an additional subject, especially in elementary schools. However,
even though English is not the main subject, the English subject
has a strategic role in preparing students from an early age to face
global association. This study aims to analyze the strategies
teachers apply to young learners with special needs in introducing
and teaching English to them. This study employed the case study
qualitative research design. In this study, the researchers
collected data using interviews and observation guides. The
research subjects in this study were three teachers, three parents,
a headmaster and an inclusion coordinator. This study found that
teachers’ teaching strategies vary depending on the conditions of
young learners with special needs. This research implies that
accompanying teachers for young learners with special needs
become more aware of the importance of teaching strategies
adapted to students’ abilities. Apart from that, teachers also get
new ideas in implementing various teaching strategies.
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