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TEACHING ENGLISH TO ADULTS WITH DISABILITIES
Kholmuratova Gulmirahon Turgunovna
Master's student, Termez University of Economics and Service
https://doi.org/10.5281/zenodo.14915773
Annotation:
This article examines the difficulties educators encounter when teaching
English to students with disabilities. It covers different types of disabilities—physical,
intellectual, and emotional—and their impact on language learning. The discussion emphasizes
the significance of inclusive teaching strategies, customized learning approaches, and the use
of assistive technologies to enhance education for disabled students.
Keywords:
students with disabilities, English learning, teaching difficulties, inclusive
teaching, assistive tools, individualized learning, special needs education, teacher training.
ОБУЧЕНИЕ АНГЛИЙСКОМУ ЯЗЫКУ ВЗРОСЛЫХ С ИНВАЛИДНОСТЬЮ
Аннотация:
В статье рассматриваются трудности, с которыми сталкиваются
преподаватели при обучении английскому языку студентов с ограниченными
возможностями. Рассматриваются различные виды инвалидности — физическая,
интеллектуальная и эмоциональная — и их влияние на процесс изучения языка. Особое
внимание уделяется важности инклюзивных методов обучения, персонализированных
подходов к обучению и использования вспомогательных технологий для повышения
качества образования студентов с особыми потребностями.
Ключевые слова:
студенты с ограниченными возможностями, изучение
английского языка, трудности преподавания, инклюзивное обучение, вспомогательные
технологии, индивидуализированное обучение, специальное образование, подготовка
преподавателей.
It is generally acknowledged that language learning offers an opportunity to improve
social relations and opens the door to better working conditions for all people. However, people
with disabilities or learning difficulties are often excluded from language education in spite of
the numerous documents that address the need to improve public policies in relation to
diversity, educational inclusion and real equality in society.
Teaching English to adults with disabilities is a crucial aspect of inclusive education. Many
individuals with physical, cognitive, or sensory impairments face unique challenges in learning
a new language. However, with the right teaching methods, accessible resources, and a
supportive environment, they can develop essential communication skills that enhance their
personal and professional lives. This article explores effective strategies, challenges, and
solutions in teaching English to adults with disabilities.
In Uzbekistan, significant reforms have been implemented to enhance the learning of
foreign languages, including English, among adults with disabilities. The government has
adopted several resolutions aimed at improving language education and promoting inclusivity.
The government has undertaken significant reforms to enhance foreign language education,
including English, for adults with disabilities. However, specific statistical data on the number
of adults with disabilities learning English is currently limited.
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One notable initiative is the Cabinet of Ministers' Resolution No. 312, dated May 19, 2021,
titled "On measures to effectively organize the popularization of learning foreign languages."
This resolution mandates that local authorities allocate at least 1 billion UZS annually from local
budgets to equip schools with necessary literature, equipment, and modern information
technologies for teaching foreign languages. These funds are managed through special accounts
of regional public education departments and are utilized based on targeted programs agreed
upon with the Agency for the Promotion of Foreign Language Learning.
Additionally, the government has focused on the social adaptation of young people with
disabilities. For instance, the administrative regulation approved by Resolution No. 341, dated
June 21, 2022, outlines procedures for providing subsidies to young individuals with
disabilities for purchasing equipment and tools. This support aims to facilitate their integration
into various professional fields, including education.
Furthermore, efforts have been made to develop inclusive education methodologies.
Educational resources, such as the textbook "Inclusive Education: Theory and Methodology,"
discuss the essence of teaching children with disabilities in inclusive settings and the legal and
pedagogical aspects of organizing such education. These resources contribute to the broader
goal of creating an inclusive educational environment that benefits all learners, including adults
with disabilities.
According to data from 2019, there were 141,780 individuals registered with mental and
behavioral disorders in Uzbekistan, of which 14,675 were under the age of 16. While this data
provides insight into the prevalence of certain disabilities, it does not specify how many of these
individuals are engaged in English language learning.
The government has implemented several initiatives to support the education of
individuals with disabilities. For instance, the "National Program for the Development of
Inclusive Education in 2020-2025" aims to create an inclusive educational environment for all
learners, including adults with disabilities. Additionally, the "Law on the Rights of Persons with
Disabilities," enacted in 2020, emphasizes the importance of providing equal educational
opportunities.
Despite these efforts, there is a need for more comprehensive data collection to assess the
effectiveness of these programs and to identify areas for improvement. Enhanced data
collection would enable policymakers and educators to better understand the educational
needs of adults with disabilities and to develop targeted strategies to support their learning,
including in the field of English language education. Despite ongoing reforms, several
challenges hinder the effective teaching of English to adults with disabilities in Uzbekistan.
Some of the key issues include:
1. Lack of Specialized Educational Resources
Many educational institutions lack adapted textbooks, digital tools, and assistive
technology designed for learners with disabilities. Recommendation: Develop and distribute
specialized English learning materials, including braille textbooks, sign language-based lessons,
and audio resources.
2. Insufficient Teacher Training. Many English teachers are not trained to work with
students with disabilities, making it difficult to provide effective instruction. Recommendation:
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Introduce mandatory training programs for teachers on inclusive education and teaching
methodologies for students with disabilities.
3. Limited Access to Language Learning Centers. Many disabled adults, especially in rural
areas, face difficulties in accessing educational centers due to physical barriers and a lack of
specialized institutions. Recommendation: Establish accessible language learning centers with
ramps, sign language interpreters, and adaptive technology.
4. Lack of Statistical Data and Monitoring. There is little data on the number of adults with
disabilities learning English, making it difficult to evaluate the effectiveness of educational
programs. Recommendation: Implement nationwide data collection and monitoring systems to
track the progress of students with disabilities.
5. Social and Psychological Barriers. Some individuals with disabilities experience low
self-confidence and lack motivation due to societal stigmas and past negative learning
experiences. Recommendation: Launch awareness campaigns to promote the importance of
inclusive education and provide psychological support services for students.
6. Limited Funding and Government Support. Although reforms have been introduced,
financial support for inclusive education is still insufficient. Recommendation: Increase
government funding for special education programs and encourage public-private
partnerships to support inclusive English language learning initiatives.
By addressing these challenges with practical solutions, Uzbekistan can create a more
inclusive and effective English language learning environment for adults with disabilities.
These reforms and decisions reflect Uzbekistan's commitment to providing equitable
educational opportunities for adults with disabilities, ensuring they have access to quality
English language education and the necessary support for their learning needs.
Teaching English to adults with disabilities requires patience, creativity, and inclusivity.
By addressing challenges through adaptive teaching methods and supportive learning
environments, educators can empower these individuals to improve their communication skills
and integrate more effectively into society. A commitment to inclusive education benefits not
only learners with disabilities but also creates a more understanding and equitable society.
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