EFL instructional design booklet for teenagers with cognitive disabilities in the classroom

Abstract

In the Colombian educational context, educators confront the dynamic nature of the teaching process, covering the importance of fostering inclusive environments regarding students’ needs, including those with disabilities. However, the incorporation of inclusive education into teachers' professional development is often inadequate or insufficient. Consequently, educators may lack the requisite knowledge and pedagogical strategies to foster inclusivity within their classrooms. Hence, this qualitative case study attempts to search for teaching strategies using the instructional design to facilitate effective English as a Foreign Language (EFL) for students with cognitive disabilities. This exploration results in the design of a booklet integrating a diagnostic tool for identifying potential cases of cognitive disabilities; teaching strategies for classroom implementation; and practical and evaluative activities to provide guidance and support for teachers in their instructional aims, particularly within the framework of inclusive education. An initial assessment, conducted through a survey to determine teachers' preparation, shows the lack of time, experience, or exposure to cultivate a realistic understanding of disabilities. This deficiency generates negative emotions among educators when interacting with these students. Consequently, based on the principles of Instructional Design (ID) and effective teaching strategies in EFL classrooms, this study seeks to fortify teachers' competencies and address inclusive education, with a specific focus on cognitive impairments.