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Inclusion of students with disabilities in English language teaching

In the last years, the global movement for inclusive education has defended the right of all students to be together in the teaching and learning process, without any discrimination. In Brazil, according to the National Policy on Special Education from the perspective of Inclusive Education – a 2008 document from the Ministry of Education –, “inclusive education constitutes an educational paradigm based on the concept of human rights, which combines equality and difference as inseparable values”.

In this context, the education of children and teenagers with disabilities has largely taken place in mainstream schools. However, to guarantee the inclusion, learning, and development of these students, schools need to adapt their curricula, pedagogical proposals, and evaluation systems.

Bellow, are the testimonies of two English teachers and a psychologist who have experience with students with special needs:

Vandréa Apostolopulos, English teacher of basic education, working in international schools

Genivan Belo Jesus, English teacher of Secondary Education I and Upper Secondary Education in the public state network of Cachoeiro de Itapemirim (ES)

Carla Bittencourt Felício, psychologist at the Marataízes Mental Health Unit (ES)