ESTABLISHED PRACTICES, CHALLENGES AND ACHIEVEMENTS IN CREATING INCLUSIVE ENGLISH LANGUAGE CLASSROOMS IN OMAN’S INSTITUTIONS OF HIGHER EDUCATION

• DOI: 10.22190/jtesap230323025t
• Publication Date: 2023-10-27T05:10:15Z
• Authors: Victoria Tuzlukova; Jamila Al Siyabi; Khalid Al Kaabi; Mohammad Hadra

Research in the context of Oman’s higher education indicates that well-established support service systems and procedures, innovations technology English language pedagogy could be crucial for special needs undergraduate students’ learning their effective inclusion into classroom. However, limited attention has still been reported on common teaching practices, as well challenging successful episodes such practices incremental to context. This design-based study yielded data descriptive information collected order better understand teachers’ unique perspectives opinions about inclusive currently employed across institutions Oman. Accounts challenges achievements creating classroom were gathered through structured interviews with six faculty Centre Preparatory Studies at Sultan Qaboos University. The analysis involved management, description, identification themes brought meaning unified diverse experiences meaningful wholes. results reveal sensitivity very positive attitude shown by teachers toward teaching. there are several aspects, including misinterpreted concepts, knowledge expertise. Though looked only from one education, it is evident search both formal informal means helping developing new insights essential. Being supplied access relevant teacher professional development resources technology, community will provided pedagogical tools, many barriers removed.