Abstract
Teaching English as a second language (ESL) to children with disabilities requires educators to navigate a complex landscape of diverse learning needs and challenges. This article explores the methodological issues encountered in ESL instruction for children with various disabilities, including cognitive impairments, physical disabilities, sensory impairments, and developmental disorders. Each disability presents unique barriers to language acquisition, necessitating tailored approaches such as differentiated instruction, multisensory techniques, and the use of assistive technology. Effective ESL education for children with disabilities also requires addressing social and cultural considerations to create inclusive learning environments. By embracing innovative strategies and collaborative approaches, educators can enhance language learning outcomes and promote equitable educational opportunities for all students.
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