A Systematic Review of English Language Learning Among Students with Special Needs in Public Schools
DOI:
https://doi.org/10.32493/ljlal.v8i2.61683Keywords:
English language learners, Inclusive education, Instructional strategies, Special education, Students with special needsAbstract
This systematic review examines English language learning among students with special needs in public schools, focusing on documented challenges and instructional responses. Although legal frameworks support inclusive education, implementation remains uneven. Reported barriers include shortages of qualified teachers, insufficient preparation for inclusive English instruction, limited funding, inaccessible learning materials, and the intersecting language and disability-related needs of learners. Searches of ProQuest, Scopus, ERIC, Google Scholar, and the Virtual Learning Resource Center identified 32 records; six studies met the final eligibility criteria. The synthesis highlights explicit and individualized instruction, culturally responsive and sheltered approaches, collaborative teaching, assistive and audiovisual technologies, and family engagement as promising supports. The findings underscore the need for sustained professional development, accessible resources, stronger multidisciplinary collaboration, and consistent policy implementation to ensure equitable English language learning opportunities for students with special needs.
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