Vocabulary Challenges and Strategies of Teachers for Learners with Disabilities in Key-Stage One Inclusive Classroom

Vocabulary deficits remain a persistent problem in education. This study examined learners’ vocabulary challenges and teachers’ strategies using semi-structured interviews, observations, and document analysis, with an elementary teacher, a SPED teacher, and a school head as participants, and analyzed the data through thematic analysis. My journey made me claim that socio-cultural mismatches, communication barriers, and limited social interaction hinder vocabulary development and teachers addressed these through differentiated instruction, scaffolding, collaboration, and contextualized approaches. The implication in this study highlights the need for culturally responsive, inclusive practices. Consequently, I proposed strong teacher training, resources, and calls for further research on effective vocabulary instruction.

Vocabulary challenges, teaching strategies

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