The study's goal is to look deeper into the differences in opinion between teachers and students
from three educational centers regarding the use of available ICT in each educational center, in
order to determine whether the use of these resources favors the development of inclusive
learning methodologies in Science and English subjects. This research was descriptive and
explanatory. Interviews, observation processes using Likert scales, and focus groups were used
to gather information.
Following the collection of qualitative data, an electronic questionnaire was administered to the
students. In contrast to opinions between students and educators, one of the main findings of
the research has been the absence of inclusive practice in the learning that students receive. The
latter revealed that teachers' use of technological resources is not inclusive or educational, but
rather instrumental. The results also indicated that there is a lack of initiative, rigid planning,
ignorance in the subject of inclusion from the use of learning practices supported by various
technological resources, and resistance to the change to implement new learning methodologies,
seem to be possible causes that make the development of an inclusive learning management
system impossible.
Thus, teachers of English as a Foreign Language teachers face particular difficulties when
teaching students with learning disabilities along with their peers who do not (Lama, 2019). For
that reason, Haggag, et al., (2020) made research about a study on English language teachers'
perceptions of English language learning difficulties in their classes. A descriptive analytical
approach was carried out, it used a questionnaire divided into four sections: basic concepts,
intervention techniques, class barriers, and class assessment techniques. The second tool was
an online reflection journal that participants used to record their thoughts on language learning
challenges. The participants were 99 English language teachers at various stages in Egypt. The
findings revealed a significant positive relationship between participants' perceptions of English
language learning difficulties and its concepts, intervention techniques, barriers, and assessment
techniques. The study's recommendations included incorporating language learning difficulties
modules into both pre-service and in-service teacher education and training programs, as well as
emphasizing intervention techniques in EFL curricula and learning difficulties assessment
procedures and techniques.
On the other hand, when hiring new teachers, it is also important to know the experiences or level
of knowledge about teaching students with SEN and the procedures that it involves. Aksu, et al.,
(2020) conducted research on prospective language teachers' perspectives on inclusive
education in the Turkish context. The sample was 20 prospective teachers. It is relevant to
highlight that the participants did not take any courses oriented to teaching language in inclusive
classrooms or to students with learning disabilities. Some of their methodology lessons, however,
covered topics related to teaching students with special needs.
The study applied a qualitative approach. So a questionnaire with open-ended questions was
given to the participants. The findings appeared to show that the majority of prospective language
teachers understood what inclusive education meant. Although these prospective language
teachers had positive attitudes toward inclusive language education, they stated that they lacked
the necessary knowledge to succeed. They also emphasized the relevance of both theoretical
and practical inclusive education training.
Mendoza et al., (2022) worked on the same line two years later. The purpose of this study was to
describe the attitudes of English language teachers in primary schools in Cuba toward inclusive
teaching of students with SEN. The method used was descriptive. They polled 50 teachers and
interviewed them. A Likert-scale survey was used, with three attitude components examined:
cognitive, affective, and behavioral. The data from the surveys and the interviews were found to
be completely coincidental. The findings revealed that teachers of foreign languages have an
indecisive or neutral attitude toward the three components of inclusive teaching English to SEN,
owing to a lack of knowledge about SEN and L2 learning.