INVESTIGATING INCLUSIVE PEDAGOGICAL PRACTICES IN PRIMARY EFL CLASSROOMS

Abstract

This study investigated the practice of inclusive education (IE) in SDN Junrejo 1, specifically in English as a Foreign Language (EFL) class, starting from the school facilities, teaching challenges, and strategies. It employed a case study design involving three main subjects: Teacher A who is an English teacher, Teacher B who is the coordinator of IE management, and 10 SEN students who were willing and permitted by the school to be the participants of the study. The data were collected using interviews and observation. Then, it was analyzed using thematic analysis. The findings are categorized into three key aspects: facilities, challenges, and strategies for teaching inclusive classrooms at SDN Junrejo 1. The school provides disabled-friendly facilities, shadow teacher support, and learning media that are adapted based on the SEN students' needs. However, this school still faced some challenges due to the lack of shadow teachers and in managing SEN students' tantrums. The school employs several effective strategies, including the use of a source room, thoughtful seating arrangements, and the implementation of differentiated tasks and materials. These strategies create an inclusive environment both for SEN and mainstream students.