A guideline for the use of recent inclusive practices in efl higher education contexts

Abstract

The pursuit of inclusive education within English as a Foreign Language settings remains pivotal in ensuring equal learning opportunities for students with special needs (SSNs). The present research aims to address this gap by examining recent inclusive practices based on precedents and previous developments. However, the contemporary status of the research makes it necessary to explore historical developments and recent advancements in the field. The results of the comprehensive literature review advocates for inclusive pedagogies that cater the diverse needs of SSNs and suggest the need for educating EFL instructors in effective means to address the needs of SSNs. This paper offers an inclusive-practice-based guideline based on recent inclusive practices. Moreover, it provides potential directions for classroom practice and further research. Through collaboration and openness, the present research contributes to the discussion of ongoing discourse on inclusive education, particularly in the realm of EFL, and promotes the development of inclusive EFL classrooms conducive to the success of all learners.