Inclusive education is a key priority in Europe, yet many children with special educational needs (SEN) continue to face barriers when learning English as a second language (ESL) in primary schools. Strategies are grounded in Universal Design for Learning (UDL), differentiation, augmentative and alternative communication (AAC), and multi-tiered systems of support. Practical classroom examples are provided to show how inclusivity can be enacted in daily ESL practice.
1. Introduction
In Europe and Central Asia, an estimated 10.8 million children live with disabilities [1, p. 4]. Their presence in mainstream schools highlights the importance of inclusive practices, especially in language classrooms, where communication itself is the learning objective. The Council of the European Union (2018) emphasises the need for ‘effective equal access to quality inclusive education for all learners’ [2, p. 2]. Moreover, the European Agency has stated that ‘inclusive education is the approach for education in the 21st century’ [3, p. 11].
Despite this consensus, monitoring reveals persistent challenges. Data collected through the European Agency Statistics on Inclusive Education (EASIE) show variation in definitions and approaches across countries [4, pp. 7–9]. This makes it essential to examine methods that teachers can immediately apply in primary ESL classrooms.
2. Frameworks for Inclusion
Inclusive practices ensure every learner is valued equally and has the right to participate in all activities [5, p. 3]. To achieve this in ESL, teachers must reduce barriers to understanding, interaction, and expression.
Universal Design for Learning (UDL) provides a framework by encouraging multiple means of representation, action, and engagement. Systematic reviews show that UDL improves outcomes for diverse learners [7]. Similarly, the International Disability Alliance positions UDL as a path to equitable access aligned with international human rights [6].
AAC supports learners with limited speech by offering communication alternatives ranging from symbol boards to speech-generating devices. Research confirms AAC enhances participation and language growth in young children with developmental disabilities [8]. Tailoring AAC to visual and contextual needs further strengthens results [9].
3. Practical Methods in ESL Teaching
3.1. Whole-Class UDL Planning
- Teachers can design lessons accessible to all from the outset:
- Present vocabulary with text, images, gestures, and audio.
- Provide choice in responses: pupils can draw, act, or record voice clips.
- Use predictable lesson routines with visual schedules to reduce anxiety [5, pp. 12–15].
Example: Teaching /sh/ may involve posters, gestures, captioned videos, and sand tracing. Pupils then choose how to demonstrate the sound; through speech, writing, or acting.
3.2. Differentiation
Keeping the same learning goal, tasks are scaffolded at different levels:
- Tiered texts (pictorial, simplified, original) for the same story.
- Flexible groups that mix proficiency and support needs.
Evidence shows peer-supported and scaffolded tasks benefit English learners without isolating SEN pupils [10].
3.3. AAC Integration
To ensure all children can respond:
- Provide core-word boards (e.g., I, like, go, big) alongside topic-specific vocabulary.
- Train peers and teachers to model AAC during class routines.
- Accept AAC outputs as valid forms of assessment.
Example: During ‘Brown Bear, Brown Bear’, pupils use AAC to answer ‘What do you see?’, pairing core words with animal cards.
3.4. Behaviour and Sensory Regulation
- Maintain a low-arousal environment by reducing classroom clutter and providing quiet corners.
- Embed movement breaks and call-and-response chants to sustain attention.
3.5. Multi-Tiered Support
Following the MTSS/RTI model:
- Tier 1: UDL and differentiated supports for all.
- Tier 2: Small-group re-teaching of key vocabulary.
- Tier 3: Individualised targets from an IEP, often involving AAC.
Evidence highlights the importance of aligning SEN strategies with specific support for English learners [10].
4. Implementation
Schools should lead by modelling inclusion: ‘Schools need to be the first place and the first example of inclusion’ [3, pp. 13–14]. Key steps include:
- Policy commitment to UDL, AAC, and differentiated practices.
- Professional learning for staff on SEN in ESL contexts [11].
- Resources such as low-tech AAC boards and bilingual picture dictionaries.
- Monitoring using indicators like participation rates and progress in core vocabulary.
These align with European recommendations for stronger data-driven evaluation [4].
5. Conclusion
Primary ESL classrooms can become inclusive spaces when teachers adopt UDL, AAC, and differentiation, ensuring that children with SEN participate fully in learning. Policy frameworks, statistical evidence, and classroom research converge on the same conclusion: inclusion is both an educational right and a practical possibility [1]–[5].
Bibliography
[1] UNICEF, Children with Disabilities in Europe and Central Asia: A Statistical Overview of Their Well-Being, New York: UNICEF, 2023, p. 4.
[2] Council of the European Union, Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (2018/C 195/01), Official Journal of the EU, 2018, p. 2.
[3] European Agency for Special Needs and Inclusive Education & Bulgarian EU Presidency, Promoting Common Values and Inclusive Education: Reflections and Messages, 2018, pp. 11, 13–14.
[4] European Agency for Special Needs and Inclusive Education, EASIE Shadow Cross-Country Report: 2020/2021 School Year, Odense, 2024, pp. 7–9.
[5] L. Norris, Using Inclusive Practices (Teaching for Success), London: British Council, 2019, pp. 3, 12–23.
[6] International Disability Alliance, Universal Design for Learning and Its Role in Ensuring Access to Inclusive Education for All, 2021.
[7] Q. I. Almeqdad, ‘he effectiveness of UDL: A systematic review and meta-analysis, Cogent Education, 2023.
[8] R. M. Barker et al., Support for AAC use in preschool, AJSLP, 2013.
[9] K. M. Wilkinson et al., An evidence-based approach to AAC for children with cortical visual impairment, AJSLP, 2023.
[10] C. Richards-Tutor et al., Evidence-Based Practices for English Learners, CEEDAR Center, 2016.
[11] British Council, Leading Inclusion and Belonging in Schools, 2025.