TEACHING ENGLISH TO ADULTS WITH DISABILITIES

Аннотация

В статье рассматриваются трудности, с которыми сталкиваются преподаватели при обучении английскому языку студентов с ограниченными возможностями. Рассматриваются различные виды инвалидности — физическая, интеллектуальная и эмоциональная — и их влияние на процесс изучения языка. Особое внимание уделяется важности инклюзивных методов обучения, персонализированных подходов к обучению и использования вспомогательных технологий для повышения качества образования студентов с особыми потребностями. Ключевые слова: студенты с ограниченными возможностями, изучение английского языка, трудности преподавания, инклюзивное обучение, вспомогательные технологии, индивидуализированное обучение, специальное образование, подготовка преподавателей. It is generally acknowledged that language learning offers an opportunity to improve social relations and opens the door to better working conditions for all people. However, people with disabilities or learning difficulties are often excluded from language education in spite of the numerous documents that address the need to improve public policies in relation to diversity, educational inclusion and real equality in society. Teaching English to adults with disabilities is a crucial aspect of inclusive education. Many individuals with physical, cognitive, or sensory impairments face unique challenges in learning a new language. However, with the right teaching methods, accessible resources, and a supportive environment, they can develop essential communication skills that enhance their personal and professional lives. This article explores effective strategies, challenges, and solutions in teaching English to adults with disabilities. In Uzbekistan, significant reforms have been implemented to enhance the learning of foreign languages, including English, among adults with disabilities. The government has adopted several resolutions aimed at improving language education and promoting inclusivity. The government has undertaken significant reforms to enhance foreign language education, including English, for adults with disabilities. However, specific statistical data on the number of adults with disabilities learning English is currently limited. 80 ` One notable initiative is the Cabinet of Ministers' Resolution No. 312, dated May 19, 2021, titled "On measures to effectively organize the popularization of learning foreign languages." This resolution mandates that local authorities allocate at least 1 billion UZS annually from local budgets to equip schools with necessary literature, equipment, and modern information technologies for teaching foreign languages. These funds are managed through special accounts of regional public education departments and are utilized based on targeted programs agreed upon with the Agency for the Promotion of Foreign Language Learning. Additionally, the government has focused on the social adaptation of young people with disabilities. For instance, the administrative regulation approved by Resolution No. 341, dated June 21, 2022, outlines procedures for providing subsidies to young individuals with disabilities for purchasing equipment and tools. This support aims to facilitate their integration into various professional fields, including education. Furthermore, efforts have been made to develop inclusive education methodologies. Educational resources, such as the textbook "Inclusive Education: Theory and Methodology," discuss the essence of teaching children with disabilities in inclusive settings and the legal and pedagogical aspects of organizing such education. These resources contribute to the broader goal of creating an inclusive educational environment that benefits all learners, including adults with disabilities. According to data from 2019, there were 141,780 individuals registered with mental and behavioral disorders in Uzbekistan, of which 14,675 were under the age of 16. While this data provides insight into the prevalence of certain disabilities, it does not specify how many of these individuals are engaged in English language learning. The government has implemented several initiatives to support the education of individuals with disabilities. For instance, the "National Program for the Development of Inclusive Education in 2020-2025" aims to create an inclusive educational environment for all learners, including adults with disabilities. Additionally, the "Law on the Rights of Persons with Disabilities," enacted in 2020, emphasizes the importance of providing equal educational opportunities. Despite these efforts, there is a need for more comprehensive data collection to assess the effectiveness of these programs and to identify areas for improvement. Enhanced data collection would enable policymakers and educators to better understand the educational needs of adults with disabilities and to develop targeted strategies to support their learning, including in the field of English language education. Despite ongoing reforms, several challe