Enhancing EFL Instruction in Special Needs Education: Integrating Multimodal Digital Tools and Deep Learning Strategies
DOI:
https://doi.org/10.29408/veles.v9i1.29411Keywords:
special needs education, multimodal tools, deep learning approach, inclusive educationAbstract
Special Needs Education (SNE) faces persistent challenges, particularly in teaching English as a Foreign Language (EFL) to students with disabilities. Limited teacher preparedness, insufficient professional development, and underutilized digital resources contribute to these difficulties, calling for more inclusive instructional approaches. This study explores how multimodal digital tools and deep learning pedagogical strategies—emphasizing higher-order thinking and critical reflection—can support teacher competence and instructional quality in EFL classrooms within the SNE context. Employing a mixed-methods design, the study involved 50 teachers from integrated schools for students with special needs in Indonesia, spanning primary to high school levels. These teachers participated in a professional development program focused on designing interactive digital books using the Book Creator platform. The findings of this study reveal that integrating multimodal digital tools contributed to increased engagement, accessibility, and differentiated instruction for students. At the same time, deep learning strategies encouraged more reflective and adaptive teaching practices. Nevertheless, challenges such as limited access to technology and the need for ongoing training continue to affect implementation. The study recommends sustained institutional support and targeted professional development to promote more inclusive and responsive EFL instruction in special education settings.
References
Agasi, N. D., & Desyandri, N. (2022). Integrated thematic teaching materials with PJBL based on book creator application in grade IV elementary school. Jurnal Ilmiah Sekolah Dasar, 6(4), 575–583. https://doi.org/10.23887/jisd.v6i4.52970
Akyildiz, S. T., & Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. International Journal of Academic Research in Education, 7(1), 1–15. https://doi.org/10.17985/ijare.866762
Algrni, N. S. (2020). The effectiveness of using the multisensory approach in enhancing achievement and retention of English vocabulary amongst intermediate female students with EFL learning disabilities. Journal of Education and Practice, 11(9), 148–159. https://doi.org/10.7176/jep/11-9-17
Anis, M., & Khan, R. (2023). Integrating multimodal approaches in English language teaching for inclusive education: A pedagogical exploration. Universal Journal of Educational Research, 2(3), 241-257. https://doi.org/10.5281/zenodo.8365506
Arribas, L. B., Del Río, M. a. B., Peñalver, E. A., & Sigona, C. M. (2020). Teaching English to adults with disabilities: A digital solution through EN-ABILITIES. Teaching English With Technology, 20(1), 80–103.
Blitz, C. L., & Schulman, R. (2016). Measurement instruments for assessing the performance of professional learning communities (REL 2016–144). Regional Educational Laboratory Mid-Atlantic.
Catalano, T. (2016). Talking about global migration: Implications for language teaching. Multilingual Matters.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
Crispel, O., & Kasperski, R. (2019). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. https://doi.org/10.1080/13603116.2019.1600590
El-Koumy, A. S. A. (2020). Teaching English as a foreign language to students with learning disabilities at the intermediate and advanced levels: A multiple-strategies approach. Revised edition. Suez University.
Fischer, H. E., Boone, W. J., & Neumann, K. (2023). Quantitative research designs and approaches. In Handbook of research on science education (pp. 28-59). Routledge.
Fitria, T. N. (2024). Using the “Book Creator” application in making e-Modules as teaching material for English TOEFL courses. International Journal of Computer and Information Systems (IJCIS), 5(2), 109–118. https://doi.org/10.29040/ijcis.v5i2.160
García-Pastor, M. D., & Miller, R. (2019). Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning. European Journal of Special Needs Education, 34(2), 172–188. https://doi.org/10.1080/08856257.2019.1581400
Ghanad, A. (2023). An overview of quantitative research methods. International journal of multidisciplinary research and analysis, 06(08). https://doi.org/10.47191/ijmra/v6-i8-52
Hartmann, E. (2015). Universal Design for Learning (UDL) and learners with severe support needs. International Journal of Whole Schooling, 11(1), 54–67.
Hayes, A. M., and Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low- and middle-income countries. RTI Press Publication No. XX-0043-1707. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2017.op.0043.1707
Kaplan-Rakowski, R., & Loranc, B. (2019). The impact of verbal and nonverbal auditory resources on explicit foreign language vocabulary learning. System, 85, 102114. https://doi.org/10.1016/j.system.2019.102114
Kasch, H. (2019). Experimental studies of the affordances of assistive multimodal learning designs: Universal design for learning in modern language classrooms. Journal of the International Society for Teacher Education, 23(2), 93–107.
Katz, J., & Sokal, L. (2016). Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, 12(2), 36–63.
Kauts, D. S. (2021). Inclusive education: Practices and challenges. K.K. Publications.
Klefbeck, K. (2023). Navigating self-reflection for aspiring special education teachers: A scoping review on inclusive educational practices and their insights for autism education. Education Sciences, 13(12), 1182. https://doi.org/10.3390/educsci13121182
Khasawneh, M. a. S. (2024). Adapting multisensory techniques for dyslexic learners in English language learning: A case study approach. World Journal of English Language, 14(5), 553. https://doi.org/10.5430/wjel.v14n5p553
Kontra, E. H., Csizér, K., & Piniel, K. (2014). The challenge for Deaf and hard-of-hearing students to learn foreign languages in special needs schools. European Journal of Special Needs Education, 30(2), 141–155. https://doi.org/10.1080/08856257.2014.986905
Kryszewska, H. (2017b). Teaching Students with Special Needs in Inclusive Classrooms Special Educational Needs. ELT Journal, 71(4), 525–528. https://doi.org/10.1093/elt/ccx042
Levin, O. (2024). Simulation as a pedagogical model for deep learning in teacher education. Teaching and Teacher Education, 143, 104571. https://doi.org/10.1016/j.tate.2024.104571
Lim, W. M. (2024). What is qualitative research? An overview and guidelines. Australasian Marketing Journal (AMJ). https://doi.org/10.1177/14413582241264619
Lintangsari, A. P., & Emaliana, I. (2020). Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers. International Journal of Evaluation and Research in Education (IJERE), 9(2), 439. https://doi.org/10.11591/ijere.v9i2.20436
Lu, J., Jiang, H., & Huang, Y. (2022). Inclusive EFL teaching for young students with special needs: A case in China. Children, 9(5), 749. https://doi.org/10.3390/children9050749
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Mayer, R. E. (2022). Cognitive theory of multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge Handbook of Multimedia Learning (3rd ed., pp. 57–72). Cambridge University Press.
Mystakidis, S. (2021). Deep, meaningful learning. Encyclopedia, 1(3), 988–997. https://doi.org/10.3390/encyclopedia1030075
Navila, A., Rochsantiningsih, D., & Drajati, N. A. (2023). EFL pre-service teachers’ experiences using a digital multimodal composing framework to design digital storytelling books. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 217. https://doi.org/10.21093/ijeltal.v8i2.1561
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847
Ochoa, D. P. (2017). Exploring inclusive education policies aimed at students with disabilities vs. the panorama of EFL scenarios in Colombia. Enletawa Journal, 9(2). https://doi.org/10.19053/2011835x.7548
Prasetya, N. E., Apriliaswati, N. R., Suhartono, N. L., Susilawati, N. E., & Riyanti, N. D. (2023). Teacher`s challenges and efforts in teaching English vocabulary to deaf students. Journal of Scientific Research Education and Technology (JSRET), 2(2), 545–552. https://doi.org/10.58526/jsret.v2i2.113
Pu, P., Chang, D. Y., & Wang, S. (2024). Incidental learning of collocations through different multimodal input: The role of learners’ initial L2 proficiency. System, 125, 103416. https://doi.org/10.1016/j.system.2024.103416
Puspitasari, D. (2019). English language teaching in inclusive class: a challenge. Qalamuna: Jurnal Pendidikan, Sosial, Dan Agama, 11(1), 37–46. https://doi.org/10.5281/zenodo.3559221
Quinn, J., McEachen, J., Fullan, M., Gardner, M., & Drummy, M. (2019). Dive into deep learning: Tools for engagement. Corwin.
Rohi, M. P., & Nurhayati, L. (2024). Multimodal learning strategies in secondary EFL education: Insights from teachers. Voices of English Language Education Society, 8(2). https://doi.org/10.29408/veles.v8i2.26546
Strogilos, V., Lim, L., & Buhari, N. B. M. (2021). Differentiated instruction for students with SEN in mainstream classrooms: Contextual features and types of curriculum modifications. Asia Pacific Journal of Education, 43(3), 850–866. https://doi.org/10.1080/02188791.2021.1984873
Utami, R. P., Suharyadi, S., & Astuti, U. P. (2021). EFL teachers’ problems and solutions in teaching English to students with an intellectual and developmental disability. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(1), 173. https://doi.org/10.21093/ijeltal.v6i1.912
Yaari, S. a. S. A. (2013). Using Audio-Visual AIDs and Computer-Assisted Language Instruction (CALI) to overcome learning difficulties of reading in students of special needs. Journal for the Study of English Linguistics, 1(2), 168. https://doi.org/10.5296/jsel.v1i2.4741
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nostalgianti Prystiananta, Ade Irma Noviyanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
