Teaching English to Students With Special Needs

A Case Study in Jordan

Bibliographic Data

ID21805542
AuthorsNibal Malkawi (Al-Balqa Applied University), Mallouh M Al-Slaihat (Al-Balqa Applied University), Nagham M Abu Al Basal (Al-Balqa Applied University), Mohammad Sakarneh, Mohammad Abed Sakarneh (0000-0001-8683-7941, Al-Balqa Applied University), Ali Ata Alkhaldi (0000-0002-5920-9883, American University of the Middle East), Hanan K Al-Jezawi (0000-0003-4004-1467, Al-Balqa Applied University), Mahmoud Ali Rababah (0000-0002-0930-4030, Al-Balqa Applied University)
Year2023
Volume14
Issue5
Pages1233-1243
Publication date2023-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Language Teaching and Research (JOURNAL)
Journal identifiersISSN: 1798-4769 • E-ISSN: 2053-0684
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1405.11
OpenAlexW4386378866
LanguageEN
Citations received5
References cited1

Students with special needs usually encounter difficulties in learning English because of their physical, health, or psychosocial challenges. English Teachers’ attitudes to the students’ special needs play a significant role in facilitating the students’ learning process or hindering their learning of English. When a teacher has a negative attitude to the special needs students, this may lead to the teacher not fully covering the planned English syllabus, thus impeding the educational development process of all students. However, an English teacher’s positive attitudes to their profession can certainly influence their students’ attitudes and desire for learning. This study investigates the attitudes of English teachers of special needs students to their profession in schools in Jordan. A quantitative research method was used to collect data from a randomly chosen sample of 155 English teachers. The results of the study revealed that English teachers’ attitudes to their profession were positive and above average, and there was a difference in their attitudes to their profession in general according to the “experience” variable. However, there were no differences in the teachers’ attitudes to their profession according to the “academic qualification.” The findings can contribute to identifying the most important factors that influence the decision-making of newly appointed teachers whether to enter the profession of teaching English to students with special needs

Mathematics education · Medical education · Needs analysis · Pedagogy · Psychosocial · Special needs · Syllabus · Computer Science · Education Practices and Evaluation · Medicine · Psychology

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