Inclusive and Accessible English Learning: Creating the same opportunities English Learning for All students

Abstract

Every student with special  ability, background or learning needs has the same opportunities to follow and success in English Learning. The aims of the study to depict the inclusive English learning in one of the inclusive schools in Malang, Indonesia.  The participants of the study were 108 students from nine grade of junior high school including 56 boys, 49 girls, and 3 students with special needs. This study explored strategies such as differentiated instruction, accessible learning materials and supportive classroom environment designed to diverse students’ needs. This study used descriptive qualitative methods, the data was collected through  observation, interview, and take notes. This article highlights practical steps for teachers and school community to train meaningful participation and engagement. For students with special needs, teaching methods should be presented individualized such as teaching in a small group, simple instruction, using visual media, repetition and reinforcement. Understanding the diverse learning style of students in inclusive English learning classroom allows teacher to designed flexible teaching, such as special need students prefer auditorial and visual learning while regular students prefer reading and writing modes. The purpose of Inclusive English learning is to make sure that every student could give full participation and access high quality learning without regard their abilities or background.   By promoting inclusivity and accessibility learning environment, SMP Diponegoro Tumpang try to create an impersonal English Learning experience where every student can reach their full potential and developed their English competence