SUPPORTING NEURODIVERSE STUDENTS IN THE EFL CLASSROOM: THE INTEGRATION OF MUSIC INTO THE PRACTICES FOR EDUCATING STUDENTS WITH SPECIAL NEEDS

Abstract

Typically, English as a Foreign Language (EFL) teachers around the globe encounter a diverse array of students, each with unique learning challenges and needs. Despite the growing prevalence of students with neurological differences, neurodivergent or students with special needs in English language classrooms, many EFL teachers still lack the specialized training and guidance necessary to effectively accommodate these students' needs. Accordingly this study will investigate these questions: What are the attitudes of ELT pre-service teachers regarding the integration of music into the practices for educating students with special needs? What are the existing resources for integrating music into the practices of ELT pre‑service teachers in the education of students with special needs? 42 third-year pre-service ELT teachers participated in the study. A mixed-method approach was employed. It has been determined that while there is a tendency to incorporate music into English teaching environments, participants feel limited confidence in this area, yet they are open to improving themselves. They possess beginner-level knowledge about music but need more detailed information and training on how to teach effectively to teach students with special needs.

Keywords: neurodiversity, EFL inclusion, pre-service teacher training, special education.

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