| dc.description.abstract | Inclusive education seeks to provide equitable learning
opportunities for all pupils, including those with special needs, and
has become an increasingly important focus in educational policy
and practice worldwide. In Indonesia, however, the development of
inclusive education, particularly within the context of teaching
English as a Foreign Language (EFL), remains underexplored and
underdeveloped compared to other countries. This study addresses
this gap by investigating the challenges faced by an EFL elementary
school teacher in an inclusive classroom setting in Indonesia, where
balancing the needs of pupils with special needs and regular pupils
presents significant difficulties. Guided by the principles of
differentiated instruction and inclusive pedagogy, the research aims
to answer the following questions: What specific challenges do EFL
teachers encounter in inclusive classroom? How do they adapt their
teaching strategies to meet the diverse needs of their pupils? Data
were collected through semi-structured interviews and analyzed
using Braun and Clarke’s thematic analysis (2006). The study
reveals the teachers must frequently modify the national curriculum
to cater to the varying abilities of pupils, and highlights the crucial
role of shadow teachers in supporting pupils with special needs. The
findings underscore the importance of creative and adaptive
teaching strategies in inclusive education and contribute to the
limited body of literature on inclusive EFL education in Indonesia,
offering practical insight for educators in similar contexts. | en_US |
