MONTANO MORENO, Johanna    VERA RODRIGUEZ, Esperanza. Inclusive English classrooms: requirements, implications and limitations: -A qualitative case study-. []. , 36, pp.77-95. ISSN 0123-4870.

Abstract This article presents the results of a qualitative case study which attempted to answer the following research questions: What are the perceptions that the educational community has of inclusive education in the English language classrooms? What are the parameters that this school follows in order to work with inclusive English classrooms? And what strategies are being used in the classrooms in order to respond to students'individual needs? The study was developed approximately during eight months in a public school in Bogota. Class observations and interviews to different members of the educational community were done and questionnaires to teachers and students with special educational needs were applied in order to provide a thorough description of the processes of inclusion in the institution. The findings revealed that although some few teachers use some personal strategies in order to respond to some students'individual needs, there are still many obstacles that become a barrier for the successful development of an inclusion process in the institution and lacks that need to be attended to and supplied.

: SEN (Special educational needs); students; inclusion; integration; inclusive English classrooms.

        · |     · |     · ( pdf )