Best Practices in Inclusive Education: Inclusiveness in the English Teaching Classroom


  • Charlie Egas Orbe Universidad Politécnica Nacional del Ecuador


Inclusive education is an important concept for the twenty first century teacher as the number of students with special needs continues to increase nowadays and require integration into the broader classroom.  Who are these students with “special needs”? Why is it so important for the teacher to identify them? How can this concept contribute to better classroom management that also complies with the core curriculum learning environment in which equal opportunities are guaranteed to all? A critical element for language teachers relates to general strategies for classroom management. According to Smith, (1990), the number one reason why teachers leave the profession is students’ abusive behavior. Other research carried out by Elan and Gallup, in 1996, demonstrated that about 15% of the participants in a survey believe behavioral problems in public schools is a key problem, only after drugs. Therefore, it is critical to implement appropriate and effective strategies that would contribute to a positive teaching/learning environment, be inclusive and still comply with the curriculum objectives.


Key words: Inclusive education; rights; language teaching; language learning difficulties; competences.


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Elan, R., and Gallup. (1996). The 34th Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools. Phi Delta Kappan, Vol.84, No 1, September 1996. p. 41-59. Princeton, New Jersey.

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Vice-Presidency of the Republic of Ecuador. (2008). Module 1, Inclusive and Special Education Act, Ecuador Publishing, Quito.




How to Cite

Egas Orbe, C. (2017). Best Practices in Inclusive Education: Inclusiveness in the English Teaching Classroom. International Congress on the Didactics of the English Language, 2(1). Retrieved from