International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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A Comparative Study of English Language Skills among Learners in Special and Inclusive Classrooms: Focus on Listening and Speaking Skills

Author(s) Yalala Prakash Kumar, Prof. Shree Deepa
Country India
Abstract This study undertakes a comparative examination of English language skills — specifically listening and speaking — among learners enrolled in a special education setting and an inclusive education setting. The research was conducted with learners drawn from Netra Vidyalaya, Hyderabad, a school catering to students with visual impairment, and the Centre for Integrated Studies (CIS), University of Hyderabad (UOH), which follows an inclusive pedagogical model. Data were collected during the academic period 2019–20 using structured listening comprehension tasks, an oral proficiency rating scale, and classroom observation checklists. The study sought to determine whether the instructional environment — special versus inclusive — produces measurable differences in receptive and productive oral language competence, and to identify pedagogical factors contributing to any observed gap. The empirical heart of the paper is descriptive and comparative statistical analysis of the data, such as the mean score, standard deviation, and percentage distribution for each proficiency band. The results suggest that the overall gap in listening comprehension was not significantly different among the two settings, but the gap in speaking skills was larger and was thought to be due to the peer interaction opportunities and individualized attention provided in these two settings. The paper concludes with pedagogical implications for both special and inclusive classroom practice, emphasizing structured oral practice and Universal Design for Learning principles as means of narrowing the observed gap.
Keywords English language skills; listening skills; speaking skills; special education; inclusive education; visual impairment; comparative study.
Published In Volume 7, Issue 1, January-February 2025
Published On 2025-01-02
DOI https://doi.org/10.36948/ijfmr.2025.v07i01.85089
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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