Perceptions of the English language teachers about educational inclusion

Most of English teachers deal with daily difficulties in the teaching-learning process of this language with regular students. Thus, it is not difficult to understand many issues that could arise while teachers are working with students with special educational needs (SEN). The purpose of this research is to expose the perceptions of English language teachers on inclusive education and to know the impact and implications involved in the educational process of SEN students. This study investigated the beliefs, thoughts, knowledge, and expectations that teachers have about inclusive education. The educational objectives that sometimes can and cannot accomplish by the SEN students. Eight English teachers from the morning shift at Unidad Educativa Fiscal Amarilis Fuentes participated on an eight questions online questionnaire. A descriptive quantitative method was applied due to the nature of the study.