AN INCLUSIVE APPROACH TO FOREIGN LANGUAGE TEACHING FOR CHILDREN WITH DISABILITIES

Abstract

Inclusive education has become an essential part of modern pedagogy because it provides equal learning opportunities for all students, including children with disabilities. In foreign language classrooms, however, these learners often need adapted methods, since conventional teaching techniques may not fully support their learning styles and pace. For this reason, teachers must use flexible, student-centered, and supportive strategies that make language learning more accessible and effective.

This paper examines the main principles of inclusive foreign language teaching for children with disabilities. It focuses on the use of visual support, repetition, differentiated instruction, multimodal activities, and motivational classroom practices. The study also emphasizes the teacher’s role in creating a positive environment where learners feel respected, encouraged, and able to participate successfully. The central argument is that foreign language learning can become meaningful and achievable for children with disabilities when instruction is carefully adapted to their individual needs.