HIGHLIGHTS
SUMMARY
Disability, inclusion and language-in-education policy in the global south Colombian policies approach inclusion from a medicalised perspective, which creates an ableist framework, further problematising and stigmatising learners who are perceived as different (Kamenopoulou, 2018b). The authors argue that if the Colombian education system is to truly prepare ELT educators to meet the needs of its diverse student populations, it is necessary for English language initiatives to build in dimensions of inclusive education and craft curricula that are grounded in localised and contextualised settings. In the next section, the authors look at IE . . .
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