Inclusive English Learning For Primary Students with Special Educational Needs: a Literature Review

Abstract

This article presents a systematic literature review on inclusive English as a Foreign Language (EFL) learning for primary students with special educational needs (SEN). Inclusive education is a fundamental principle to guarantee equal education, however its application in English teaching as a foreign language (EFL) in primary education still presents some difficulties especially in the context of students with special educational needs based on the Ecuadorian context these limitations are related to teacher training while having a lack of resources as well as the gap between theory and pedagogical practice. The objective of this study is to analyze the inclusive strategies in English teaching as a foreign language in primary education recognized in the literature as effective for students with special educational needs as well as the impact reported in their learning. The investigation took a qualitative approach with a descriptive and analytical design through a systematic literature review based on the PRISMA 2020 guidelines, searches were conducted in Google Scholar, ResearchGate and the Universidad Católica de Cuenca library, the considered studies had to be from the last five years which in the end 30 studies were analyzed. The results identified recurrent strategies such as differentiated instruction, multisensorial approaches, Universal Design for learning (UDL) and the use of adaptive educational technologies, all of these were associated with improvements of participation, motivation and the academic performance of students with special educational needs. In conclusion differentiated instruction, UDL and educational technology are effective strategies in English learning for SEN students. However, its application is limited due to the lack of teacher training which evidences the need to improve inclusive education capacitation.