Mainstreaming in EFL Classrooms: Exploring Inclusion and Educational Opportunities for All
On November 17, 2021, the Language Research Center organized a webinar during which Dr. Shadma Iffat Rahmatullah presented her current research study titled "Are We Ready for Mainstreaming in EFL Classrooms? An Overview of Study".
In her presentation, Dr. Rahmatullah initially defined the concept of "mainstreaming", a term most commonly used in the United States. She explained that mainstreaming refers to the practice of integrating students with special needs into standard classes, based on their skills, for certain periods. In the context of Saudi Arabia, the concept has been slightly adapted to mean "educating children with special educational needs in regular education schools while providing them with special education services". The key aim of "mainstreaming", she explained, is to ensure students with disabilities are included in traditional classrooms, providing them equal opportunities to access instruction and acquire proper academic knowledge and skills.
Highlighting previous research conducted by Saudi scholars, such as Almousa (2010), Dr. Rahmatullah noted that Saudi Arabia was one of the first countries to implement mainstreaming in the education sector. Despite its challenges, as pointed out in Almousa's study, she underscored mainstreaming's importance, stating that proper implementation can enhance the quality of education for all students. In a mainstream environment, students with special needs have shown increased interaction and participation.
Dr. Rahmatullah further clarified related concepts such as integration and inclusion, noting that integration and mainstreaming are often used interchangeably, while inclusion has a distinct meaning.
Discussing the preparation of mainstream classroom teachers for EFL learners, she suggested a focus on understanding students' learning skills, training teachers to meet the students' needs, and organizing the classroom effectively.
Dr. Rahmatullah concluded her presentation by emphasizing the need to correctly understand mainstreaming as it often carries a negative connotation. A lack of knowledge and expertise among teachers can often influence their attitudes in the classroom, she cautioned.
The webinar was a significant success, fostering discussion and thought on the critical topic of mainstreaming in EFL classrooms.
