Abstract:

Many methods, strategies, and approaches are used effectively in teaching languages, but teaching for specific purposes requires special strategies and approaches. Thus, this article deals with some special methods of teaching English through games for inclusive learners. Activities I will suggest increase the motivation of learning and students develop those skills, which they can use successfully in and out of the university. I suggest games in phonetics, grammar, and listening–speaking activities for B-1 level learners.

The “ABC “project (assisting better communication) was one of the EU-financed programs, I participated as one of the researchers. The ABC project clearly showed that nowadays one of the key challenges remains with inclusive teaching/learning strategies. As well as a disability-friendly and welcoming environment not only in schools but, in the universities…The global and national commitments and development trends open new opportunities for enhancing inclusive education at all levels and for creating a pathway to an inclusive society, where PWDs (Person With Disabilities) also live dignified lives together with their teachers and mates.
As the methodology of my investigation is qualitative; accordingly, I studied thoroughly and analyzed some necessary material; shared some contemporary authors’ experiences, and attended several training courses in the above-mentioned field. I have been carrying and observing the teaching-learning process for several years. As a result, I analyzed the benefits of the teaching-learning strategies by gamification and its results. Accordingly were drawn conclusions in the challenges, findings, and opportunities.

In the process of teaching students of different ages, teachers often face the problem of awakening activity in a lesson, especially for inclusive learners. Often there are situations when traditional forms of work do not contribute to the inclusion of students in the activities and the emergence of their cognitive interests... If in elementary school the very method of conducting lessons involves the use of various funny songs, games, etc., then in adolescence, interest in these forms of work, gradually disappears and the choice of exciting learning techniques becomes more complex. Currently, there is an acute problem of increased psycho-emotional stress on students. The use of new and creative game forms of education helps to reduce information pressure on students. In the process of playing, a learner imperceptibly seizes educational material. We believe that the game manifests itself particularly fully and sometimes unexpectedly through the abilities of a person, an inclusive learner, in particular. The most impressive outcome of the given research has been compiling readers of different activities by us for the special purpose, as well as sharing Diana Gross’s experience of how Self-Regulation Spaces can bring benefits to inclusive students, as it happens in the case of K–12 (Kindergarten-12 grade), Students in the USA.

While many believe that self-regulation is developed skillfully during elementary school, students need no less co-regulation support to learn how to process effectively their own emotions up until age twenty-five. Therefore, while bringing a social-emotional learning curriculum into the classroom may help, Universities need to do more to support students’ self-directed application of these skills, which reduces cortisol levels and strengthens self-regulation development. They need the additional benefits of a space where they can learn to take control of their own emotional experiences. When a student is experiencing intense emotions and having trouble concentrating on the lesson or classwork at hand, research shows that fostering the ability to redirect thinking through mindfulness-based strategies provides lifelong benefits. Self-regulation spaces in the classroom give the student a safe, supportive place to process their emotions without completely removing them from the classroom. In these spaces, the teacher can still monitor the student, and the student can regulate their emotions in a safe and healthy way while continuing to feel accepted within the academic space. Especially inclusive students may need to disengage temporarily from the lecture, to transition back into learning from a space within the classroom rather than outside the room. As it happens, in my lectures, when I see that students are too excited or tired, I allow them to drink coffee, move around the classroom, especially, if they sit in a wheelchair, or leave their space for a minute, if they need it… afterward, it becomes easier for them, to join again the activities and be more concentrated.

Keywords:

Inclusive, teaching/learning strategies, games, ABC project, global and national commitments, disability-friendly environment.