BEST PRACTICES FOR INCLUDING DISABILITY STUDIES IN EFL TEACHER EDUCATION PROGRAMS

Abstract

Sosyal adalet, tüm bireylerin kimliklerinden kaynaklanan herhangi bir ayrımcılığa maruz kalmadan eşit muamele görmesiyle sağlanabilir. Kimlik, yaş, ırk, cinsiyet ve milliyet gibi çeşitli unsurlardan oluşmaktadır. Engelliliğin doğası ve engelli bireylerin karşılaştığı zorluklar gibi engellilikle ilgili konuların anlaşılması, sosyal gelişim için son derece önemlidir. Engellilik konularının eğitime dahil edilmesinin önemi bir nebze kabul edilse de bu konuyla ilgili hala etkili uygulama stratejilerine ihtiyaç duyulmaktadır. Bu makale, engellilik çalışmalarının sadece özel eğitim alanıyla sınırlı kalmaması, tüm öğretim alanlarının müfredatına dahil edilmesi gerektiğini vurgulamaktadır. Özellikle de İngilizcenin öğretimi alanında engellilik çalışmalarının dahil edilmesi sosyal adaletin yaygınlaştırılması bakımından önemli bir adım olabilir. Engellilikle ilgili konuların İngilizce dersi müfredatına etkin bir şekilde dahil edilmesi, bu konuların İngilizce öğretmen yetiştirme programlarının müfredatına konmasını da zorunlu hale getirmektedir. Bu yaklaşım, engelli bireyleri odak noktası yaparak, öğretmenleri kapsayıcı uygulamaları teşvik etmek için gereken bilgi ve becerilerle donatma noktasında önem arz etmektedir. Mevcut alanyazına dayanarak, bu çalışma, özellikle Türkiye’de olmak üzere, İngilizce öğretmeni yetiştirme programlarına engellilik çalışmalarının dahil edilmesi için uygulamalar önermektedir. Bu uygulamalar, eğitimcilerin daha kapsayıcı ve adil bir öğrenme ortamı oluşturmalarını sağlayarak, sosyal adaletin gelişimine katkı sağlamayı amaçlamaktadır.

Keywords

• disability
• disability studies
• English language teaching
• English language teacher education programs
• social justice

BEST PRACTICES FOR INCLUDING DISABILITY STUDIES IN EFL TEACHER EDUCATION PROGRAMS

Abstract

Social justice can be accomplished if all individuals are treated equally without any discrimination based on their identities. Identity can be composed of several components such as age, race, gender, and nationality. Understanding disability-related issues, including the nature of disabilities and the challenges faced by individuals with disabilities in their daily lives, is crucial for societal development. Although there has been some acknowledgment of the importance of integrating disability studies into educational frameworks, there is still a need for more robust and effective implementation strategies. This paper argues that the inclusion of disability studies should not be confined to special education alone but should be an integral part of curricula across all educational domains. Particularly in the field of English language teaching, incorporating disability studies can be a significant step towards fostering social justice. The effective integration of disability-related issues into the English teaching curriculum necessitates their inclusion in English language teacher education programs. This approach is pivotal for equipping teachers with the necessary knowledge and skills to promote inclusive practices, with a focus on individuals with disabilities. Drawing on existing literature, this study proposes specific practices for the inclusion of disability studies in English language teacher education programs, with a particular emphasis on Türkiye. These practices aim to empower educators in fostering an inclusive and equitable learning environment, thereby advancing the cause of social justice through education.

Keywords

• disability
• disability studies
• English language teaching
• English language teacher education programs
• social justice

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