Inclusive education is a human right, a means of realizing other human rights, and the result of an ongoing process to remove barriers to learning (Committee on the Rights of Persons with Disabilities, 2016). Language learning presents several unique barriers to students with disabilities (SWDs), especially those with sensory impairments and/or specific learning difficulties (Kormos, 2017). In addition, many English language teachers (ELTs) have reported feeling unprepared to teach SWDs (Hale & Ono, 2019; Smith, 2006; Sowell & Sugisaki, 2020), and inclusive practices are uncommon in pre-service ELT training (Smith, 2008; Stapleton & Shao, 2018). It is therefore imperative that in-service ELTs improve their ability to effectively include SWDs in their instruction.

Fortunately, reflective practice can help teachers gain insight into and improve the efficacy of inclusive practices (Graham et al., 2020; Higbee, 2009; Kuruvilla, 2017; Torres & Rao, 2019). This workshop will walk participants through using the Inclusive Practices in English Language Teaching Scale (IPELT) as a reflective tool to improve their awareness and implementation of inclusive practices. Participants will discuss basic concepts related to inclusive education before using the IPELT to reflect on their own teaching and create an action plan for more inclusive instruction.