Challenges when teaching english to young sen students

Abstract

Knowing the challenges teachers face today, this was a recurring and relevant aspect in the field of education. Especially when it considered the teacher's perspective in such situations, teaching young people with special educational needs (SEN), and how this requires not only technical knowledge but also adapted pedagogical skills and institutional support. This study aimed to identify the main challenges faced by English teachers when working with students with SEN at the Unidad Educativa Salinas Innova. Furthermore, aimed to assess the readiness of the teachers for inclusive education as well as the techniques they use in their regular teaching activities. Data were gathered using a qualitative technique and a phenomenological design from five instructors via an open-ended questionnaire. The findings show that there is a dearth of focused training in educational inclusion, restricted resources to modify material, and an emotional burden brought about by working with young people from many needs. Still, teachers agreed that inclusion process relied much on the aid of the Student Counseling Department (DECE). Effective techniques participants noted were interactive activities, differentiated curricular adaptations, and visual aids. Furthermore, they observed that interacting with young people with Special Educational Needs favorably affected their professional growth, therefore enhancing their flexibility and compassion. The study concludes that inclusion requires not only teacher commitment but also ongoing training, institutional coordination, and educational policies that support equitable and effective care for all students.