Understandinginclusive education for students with disabilities: a pathway to language acquisition

Aliyeva, Roya; Azizova, Konul; Baghirova, Gunay; Mustafayeva, Laya; Mammadbayli, Aysel; Isakulova, Nilufar

dc.contributor.author	Mustafayeva, Laya
dc.contributor.author	Mammadbayli, Aysel
dc.contributor.author	Baghirova, Gunay
dc.contributor.author	Azizova, Konul
dc.contributor.author	Aliyeva, Roya
dc.contributor.author	Isakulova, Nilufar
dc.date.accessioned	2026-05-18T08:22:44Z
dc.date.available	2026-05-18T08:22:44Z
dc.date.issued	2026
dc.identifier.uri	http://hdl.handle.net/20.500.14346/3073
dc.description	In this article, we will turn to some specific spaces within the politics of language that might be targeted to create an efficient education system for students with disabilities in higher education. A systematic literature review was done to identify challenges faced by students with physical disabilities in learning language and what most effective methods for language teaching and inclusion, are being used. The research was dedicated to formalizing the basic notions of the educational process itself, offering ways of designing a sample (an extensive set) which would measure success or failure at teaching a particular language. Physical impairment is linked to a variety of difficulties such as sensorymotor, cognitive and environmental obstacles to language learning for such participants.	en_US
dc.language.iso	en	en_US
dc.subject	Language Education	en_US
dc.subject	Physical Access	en_US
dc.subject	Physical Disabilities	en_US
dc.title	Understandinginclusive education for students with disabilities: a pathway to language acquisition	en_US
dc.type	Məqalə	en_US