IMPLEMENTING THE ‘FREEDOM TO LEARN’ CONCEPT IN TEACHING ENGLISH TO STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE CLASSROOM

Abstract

Teaching English to students with special needs requires a different approach compared to teaching general students, as these students often face significant challenges in learning the language. One primary issue is the lack of teacher competencies tailored to the needs of these students. This study aimed to analyze how English teachers implement the "Freedom to Learn" concept for students with special needs in inclusive classrooms. The research employed a case study design, collecting data through observation and interviews with two English teachers in inclusive schools. Descriptive statistics were used to analyze the data, and triangulation techniques were applied for data validation. The findings revealed that implementing "Freedom to Learn" begins with planning lessons based on students' needs. Modifications were made by reducing learning achievement standards, adjusting teaching materials, time allocation, and teaching processes, as well as incorporating Individualized Education Programs (IEPs). English teachers employed contextual teaching and learning strategies for slow learners and Total Physical Response (TPR) methods for students with expressive language disorders. The project-based learning model was used, where students participated in a gallery walk activity about things around them. The study concludes that the "Freedom to Learn" concept supports adaptive and inclusive education for students with special needs by tailoring lesson plans, modifying curricula, and applying appropriate teaching methods to meet their individual characteristics.