teaching english as a foreign language to iranian 7th graders with intellectual disabilities

In this research, english was instructed to learners with mild intellectual disabilities (ids) in iran (2017-2018). in this single-group post-test study, 32 seventh-graders with ids were selected using convenience sampling. the teaching material was a validated researcher-made pamphlet. four teachers of special schools instructed the pamphlet for 14 sessions of 45 minutes for four months in the school setting and completed formative assessment forms for each student using descriptive terms. the students’ achievements were compared using the chi-squared test. a significantly higher number of students had a successful performance on listening, reading, and writing compared to those with a relatively successful and unsuccessful performance (p ≤ 0.05), while no significant difference was observed in the case of speaking. learners with ids can successfully learn efl with the aid of methods, techniques, and materials tailored to their needs. learners with ids can successfully learn english as a foreign language. speaking is the most difficult language skill for learners with ids. the difference in orthographic systems does not affect writing skill development considering the objectives designed in this project. the results encourage foreign learning by learners with ids and, thereby promoting inclusion. 

teaching english as a foreign language to iranian 7th graders with intellectual disabilities

in this research, english was instructed to learners with mild intellectual disabilities (ids) in iran (2017-2018). in this single-group post-test study, 32 seventh-graders with ids were selected using convenience sampling. the teaching material was a validated researcher-made pamphlet. four teachers of special schools instructed the pamphlet for 14 sessions of 45 minutes for four months in the school setting and completed formative assessment forms for each student using descriptive terms. the students’ achievements were compared using the chi-squared test. a significantly higher number of students had a successful performance on listening, reading, and writing compared to those with a relatively successful and unsuccessful performance (p ≤ 0.05), while no significant difference was observed in the case of speaking. learners with ids can successfully learn efl with the aid of methods, techniques, and materials tailored to their needs. learners with ids can successfully learn english as a foreign language. speaking is the most difficult language skill for learners with ids. the difference in orthographic systems does not affect writing skill development considering the objectives designed in this project. the results encourage foreign learning by learners with ids and, thereby promoting inclusion.