Pacheco Machado, LeonardoSáez Caraballo, Clara Andrea2023-02-172024-02-162023-02-172023-02-16https://repositorio.unicordoba.edu.co/handle/ucordoba/7123Inclusive education in Colombia is everyone’s right, not a privilege, and is surrounded by many implications and concepts which have been studied for a long time, for many years researchers have investigated this topic which seems to be very difficult to apply in English classrooms, however, there is something very important to consider when creating inclusive classrooms, and that is the materials used. This study explored how teachers design and adapt materials in EFL classrooms taking into account inclusive discursive practices to meet the necessities of SEN students, it also considered teachers perceptions when designing and adapting these materials and their choices to create so, considering inclusive discursive practices, the research involved two English teachers from a private school in Monteria, Cordoba results from semi-structured interviews, questionnaires and lesson planner review revealed three relevant aspect to consider at the moment of design and adapt material for inclusive classrooms the first one is recognize the special needs of students, the second is that teachers take into account their likes and abilities finally English teachers consider that learning style of each individual, beside this study unveiled two biggest perceptions teachers have when creating and adapting these materials: anxiety and satisfaction both comes into two different moments when creating and adapting materials, teachers said that there is anxiety when they have to start creating the material since some concerns come to their minds in terms of objectives, instructions, appropriation of the material, after the material was applied teachers feel satisfied since they consider the objectives planned were achieved, regarding teachers choices results showed when designing and adapting materials teachers consider that the most important aspect is the interests of the students, finally regarding inclusive discursive practices, results revealed that teachers do not have a deep knowledge of this subject, as they only relate it to speech, without taking into consideration important aspects such as: context, culture, adaptation of people's needs to express and act themselves in the real world.Acknowledgments....................................................9Introduction...................................................................10Theoretical Framework...........................................17Conceptual Framework................................................................18Inclusive Education.....................................................18Special Educational Needs (SEN)................................20Differentiated Instruction...............................................24Differentiated Instruction in the EFL Classroom........................................26EFL Material Design......................................27Inclusive Discourse..........................30The disability Discourse.........................................30The Special Education Discourse......................................................31The inclusive or social discourse.................................................31Discursive Practices..............................................32Inclusive discursive Practices..............................................34Literature Review............................................................38Methods..........................................51Research approach and design...................................................51Participants and Context..................................................53Ethics Implications...................................................55Data Collection............................................................55Data Analysis................................................59Findings............................................61Interests and Abilities of SEN Students.............................................65Learning Style of SEN....................................67Discussion............................................................80Conclusion..........................................83References.................................................84application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Maestríainfo:eu-repo/semantics/closedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)InclusiónEducación inclusivaDiseño de materialPracticas inclusivas discursivasInclusionInclusive educationMaterial designInclusive discursive practices