UNDERSTANDING INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES: A PATHWAY TO LANGUAGE ACQUISITION

With the emergence of a world with many hurdles, a society needs to face this challenge and respect the human right to higher education for people with physical disabilities through inclusive education. The study of foreign languages has emerged as an imperative that furthers the boundaries of communication and expands career opportunities as well as the range of personal experiences. In this article, we will turn to some specific spaces within the politics of language that might be targeted to create an efficient education system for students with disabilities in higher education. A systematic literature review was done to identify challenges faced by students with physical disabilities in learning language and what most effective methods for language teaching and inclusion, are being used. The research was dedicated to formalizing the basic notions of the educational process itself, offering ways of designing a sample (an extensive set) which would measure success or failure at teaching a particular language. Physical impairment is linked to a variety of difficulties such as sensory-motor, cognitive and environmental obstacles to language learning for such participants. Several important ‘areas to improve’ have been identified such as the planning resources and the curriculum in UDL, teacher training (pre/post service), technology use and the establishment of collective support systems. The promotion of inclusive efforts not only benefits students with disabilities but enhances the educational environment for all students. If institutional response to the challenges these students face is to overcome some systematic change this can improve the performance of language teaching and the availability of higher education.

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