English Vocabulary Mastery Among Special Needs Students and Its Application in Lerning

Abstract

Abstract:   This qualitative study explores the challenges and strategies associated with English vocabulary mastery among special needs students at SLB Mulatsarira Baturetno Wonogiri, a special education school in Indonesia. Focusing on students with diverse learning disabilities, including intellectual, physical, and sensory impairments, the research investigates how their vocabulary acquisition and application in both educational and daily contexts are influenced by teaching methodologies and environmental factors. Through in-depth interviews with educators, observations of classroom practices, and analysis of student interactions, the study identifies barriers such as cognitive limitations, motivation gaps, and limited contextual relevance of vocabulary. It also highlights effective pedagogical approaches, including multisensory instruction, visual aids, and personalized learning plans, which enhance retention and practical usage. Findings underscore the critical role of tailored instructional strategies and inclusive environments in fostering linguistic confidence and functional communication skills. The study concludes with recommendations for educators and policymakers to prioritize adaptive teaching frameworks and collaborative efforts between schools and communities to support the holistic development of special needs students. This research contributes to the understanding of inclusive education practices, emphasizing the need for context-specific interventions to bridge the gap between classroom learning and real-world application.