ADAPTATION OF EFL TEACHING MATERIALS IN INCLUSIVE EDUCATION CONTEXT

Abstract

This article examines the theoretical and practical aspects of adapting English as a Foreign Language (EFL) teaching materials within the framework of inclusive education. The study highlights the importance of creating accessible, flexible, and learner-centered instructional resources that address the diverse educational needs of students with different cognitive, physical, linguistic, and social backgrounds. The research analyzes modern pedagogical approaches, including differentiated instruction, Universal Design for Learning (UDL), multimodal teaching strategies, and assistive technologies, in order to enhance the effectiveness of EFL instruction in inclusive classrooms.

The article also investigates the challenges faced by teachers in adapting teaching materials, such as limited methodological support, insufficient technological resources, and lack of professional training in inclusive pedagogy. Furthermore, it discusses the role of adapted textbooks, digital platforms, visual aids, simplified linguistic structures, and collaborative learning activities in improving learners’ language acquisition, motivation, and classroom participation. The findings indicate that properly adapted EFL materials contribute significantly to equal educational opportunities, communicative competence, and social integration of learners with special educational needs. The study concludes that systematic adaptation of teaching resources and continuous teacher professional development are essential factors for ensuring the quality and inclusiveness of foreign language education.