Teachers’ Perceptions On The Use Of Segregated Approach Versus Inclusive Approach In Teaching Students With Special Needs In Efl Contexts

Résumé: Guenot,2020) special education has received considerable attention recently especially regarding the approaches implemented in this type of education, , this has led to proliferating divergent attitudes towards these approaches. Since Algeria is no exception, the present study aimed at investigating the Algerian EFL teachers' attitudes towards the two contradictory approaches "Segregation and inclusion" in teaching English as FL for special needs students, in order to detect the teachers preferences concerning which approach is more effective. To carry out this research, a questionnaire was administered to 19 middle school teachers and 6 segregated school teachers-Khenchela- , in addition to a classroom observation which took place in each type of schools. The results, obtained from the analysis of the two used tools revealed that Algerian EFL teachers favour the segregated classroom settings over inclusionary ones in teaching disabled learners. Mainly because the teachers believe that the former serves best the disabled learners' special needs; whereas the latter cannot be properly implemented due to the deficiency that mainstream education undergoes. In essence the findings suggest that it is requisite to supply Algerian ordinary schools with the necessary resources, and equipment in order to make compatible accommodations for disabled learners, as well as hiring psychiatrists, providing occupational training for teachers before their employment, and adjusting English curriculum for special needs students.

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