Reflections about the inclusion of students with disabilities in language class
Keywords:
inclusive education, beliefs, ability, languages, disabilityAbstract
The teaching practice is crossed by the need to find theoretical frameworks that allow understanding the teaching-learning process and offer resources and procedures that ensure meaningful learning in the classroom. However, the expansion of access to education for students with disabilities has created a gap between teacher training and school reality. The teacher may experience this difference negatively as anguish or frustration; or positively, as a challenge to their practical knowledge. This paper invites us to reflect on how we position ourselves as teachers in the face of diversity, especially in the presence of students who, due to certain psychophysical characteristics, learn in an atypical way. Our goal is to promote the inclusion of children and adolescents with disabilities in language classes. To this end, we will analyze some beliefs about disability in order to determine how they affect our attitudes toward inclusion. Then, we will mention the Argentine legislation that protects the rights of people with disabilities to link it to the concept of “inclusive education”. Finally, we will try to demonstrate how inclusive practices benefit all students, with and without disabilities, while challenging the Teacher’s ability to promote inclusion in language class.
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