AN INTRINSIC CASE STUDY ON LANGUAGE LEARNING OF STUDENTS WITH SPECIAL NEEDS

ENGLISH LANGUAGE TEACHING

The thesis explored an in-depth exploration of the reading experiences and challenges faced by students with special needs. Through a thorough investigation of their lived experiences, the study provides a comprehensive understanding of the significant instants, difficulties, and insights that shape their reading journeys. Employing an intrinsic case study research methodology involving five students, valuable insights into the reading experiences and challenges of students with special needs were gained. The findings reveal that the majority of students with special needs encounter numerous difficulties when engaging in reading activities. These findings contribute to the existing understanding of the reading difficulties faced by students with special needs and offer valuable insights for educators, administrators, and policymakers seeking to enhance the effectiveness of reading programs tailored to this demographic. Additionally, the study sheds light on the perspectives of teachers towards the reading process for students with special needs, providing a new and insightful viewpoint. Recommendations based on the findings highlight the importance of implementing effective programs and policies, garnering support from school administrators, and organizing training sessions for teachers who may lack understanding with special needs education. Furthermore, recognizing the unique needs of students, the recommendations emphasize the necessity of implementing specific interventions tailored to address these challenges. Ensuring the sustainability of these programs and activities is also underscored as a crucial aspect. Moreover, the study emphasizes the vital significance of fostering deep collaboration between teachers and parents to support students in realizing their complete reading capabilities despite their special needs. This collaborative effort is seen as essential in providing comprehensive support and assistance to students on their reading journeys.

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