Methodological Adaptations In The Foreign Language Classroom For Students with Mild Intellectual Disability: A Case Study

The purpose of this paper is to describe the methodological approaches, classroom dynamics, and teaching material employed for the EFL learning of a student with mild intellectual disability at a secondary school, as well as to elicit the appraisal and judgment, of the student's working conditions on the part of her English teachers. To this end, we have conducted a case study based on documentary analysis, in-depth interviews, and participant observation. The results of the analysis manifest the adoption of an eclectic approach in which traditional methodologies play a major role, and the need to improve, the teaching material specifically adapted for the student. Moreover, the discourse of the teachers reveals the urgency for a smaller class size, a greater amount of human and infrastructural resources, problems regarding the student's absenteeism, and the importance of promoting a close collaboration between the school and the student's family.