Teachers’ perceptions on inclusive education for high school students with special - education needs associated with disabilities in the EFL classrooms of district two of the Ministry of Education – Cuenca, Ecuador

Abstract

Teaching a foreign language requires constant learning, practice and effort with the purpose of perfecting the target language, which in this case is English. Notwithstanding, as facilitators of the teaching-learning process of a new language, teachers should also increase their knowledge and experiences in the scope of inclusive education. This study examines the general understanding and perceptions of a sample of seventeen high school English teachers from the Sucre parish of the city of Cuenca towards inclusive education, special-education needs (SEN), and disabilities. Accordingly, this information was gathered from surveys and interviews applied to teachers from both private and public institutions. The findings show that despite the participants’ predisposition, the lack of preparation and knowledge in the field produces a somehow negative perspective related to the placement of students with SEN associated with disabilities in mainstream contexts.