English Language Education and Children with Intellectual Disabilities

Abstract

This article seeks to find out how teaching and learning of English Language is done in Yumba Special School for children with intellectual disabilities. Mainly a qualitative study, the data was collected through interviews of teachers, document analysis and observation of teachers and children during English Language instructional hours as well as observation of general discipline in the school. The results indicated that children with intellectual disabilities received instructions the same way as children in mainstream education. Teacher dominated methods of teaching are employed, teachers do not consider children’s learning styles and multiple intelligence to enable them differentiate instruction nor individualize their teaching nor do they use adequate Teaching Learning Materials. The study recommends that stakeholders should consider providing TLMs, monitor and supervise their usage and organise inservice training to teachers on new and evolving ways of teaching English Language to children with intellectual disabilities.