Inclusive education in an English course at a higher education institution in Mexico

Abstract

Strategies in inclusive English teaching have a fundamental role, where the teacher must know the students' learning preferences, emotions and possible factors that could influence their behavior during classes. The study analyzes the implementation of inclusive education strategies in an English course for the Bachelor's Degree in Special Education at the Normal School of Specialization of the State of Sinaloa. Universal Design for Learning (UDL) is used to include students that face various Barriers to Learning and Participation, such as visual and intellectual disabilities, as well as severe depression. The methodological approach is quantitative following an A/B/C single case study design with a duration of six months by evaluating the learning results during three different phases: face-to-face activities with UDL, playful and collaborative activities, and the use of the Moodle platform.  The results show that the UDL was effective in the face-to-face phases, with high medians and low dispersion in the scores, indicating that the majority of students achieved the learning objectives. However, the distance phase with Moodle presented greater variability in results, suggesting the need for additional support for some students. The study concludes that inclusive strategies, such as collaborative work and the use of technologies, are essential to guarantee equitable education. Furthermore, the importance of continuous teacher training and the need for additional studies to optimize educational inclusion in different contexts is highlighted.