Resourcing the Under-resourced English Language Classroom in State Primary Special Education Schools in Buenos Aires, Argentina
This chapter explains how the department of Special Education in the City of Buenos Aires, Argentina, responded to a new law of inclusion through introducing English language instruction in 20 special schools located within the city boundaries. It describes clearly the difficult circumstances inherent in these contexts and shows how these difficulties were overcome by the introduction of a programme, English through Drama, designed especially for the characteristics of these schools. The methodology relies on few or no resources but the resources both students and teachers bring to the classroom in their speaking bodies. Drawing on personal experiences and the use of the imagination, fostered through creative and innovative strategies, SEN students can enjoy well-being and acquire basic skills in inclusive classrooms.
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