From Awareness to Action: Implementing Inclusive Practices in Teacher-Training Programs
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By Ayşen Cem-Değer & Giovanni Licata - July 2025
Although learner diversity has been extensively examined within the field of English Language Teaching (ELT), inclusive practices within teacher training programs—particularly qualifications such as CELTA and DELTA—have received comparatively limited attention. To begin addressing this oversight, it is essential to first explore the current state of inclusive practices in these programs and identify the key challenges faced by tutors before proposing viable solutions.
To investigate this issue, we conducted a survey with CELTA/DELTA tutors and centre managers, which yielded responses from 38 tutors. The findings indicate that approximately 80% of training centres implement a policy of inquiring about special needs during the interview stage (Question 1). However, there is significant variation in the terminology employed across institutions. Specifically, 77% of centres report using terms such as “special needs” (39.5%), “specific needs” (28.9%), or “SEN” (7.9%). Additionally, 53% of centres use the term “health issues,” while other descriptors such as “learning difficulties” (21%) and “learning disabilities” (15.8%) are used less frequently (Question 2). These variations in terminology suggest a lack of standardisation, which may impact the clarity and consistency of inclusive practice implementation.
Another notable finding pertains to the issue of pronoun usage and gender inclusivity, which appears to be largely overlooked across centres (Question 3). In terms of practical challenges, the most frequently cited difficulty among tutors is that trainees often choose not to disclose their specific needs during the interview process. These needs, however, frequently become apparent during the course itself (Question 4). This delay in disclosure complicates the provision of appropriate support and accommodations.
When asked about the existence of established strategies to support trainees with special educational needs (SEN) or from minority backgrounds, only 18.4% of respondents provided a definitive affirmative response. In contrast, 28.9% reported that no such strategies exist, while a majority—52.6%—indicated uncertainty (“Maybe”), highlighting a lack of clear, systematic approaches to inclusivity within these programs (Question 5).
Tutors expressed a need for institutional support in several areas related to inclusive practices, most notably in communicating effectively with trainees, adapting materials, and delivering accessible input sessions (Question 6). Furthermore, several respondents noted that trainees may be hesitant to disclose their needs, pointing to broader concerns about stigma, trust, and the adequacy of initial needs-assessment procedures.
To address the challenges encountered in communication, materials development, and input delivery, we propose a set of inclusive strategies that trainers can implement to better respond to trainees’ diverse needs. These strategies are intended to foster a more inclusive and supportive learning environment for all participants.
In addition, to facilitate communication with trainees who may be hesitant to disclose their needs, we have developed a series of inclusivity scenarios. Each scenario is designed around a hypothetical learner with a specific need, thereby allowing for indirect engagement with sensitive issues. These scenarios can be integrated into trainee interviews or incorporated into input sessions focused on inclusivity.
The underlying rationale is to approach potential barriers from the periphery—without directly identifying or singling out any individual trainee. By discussing these hypothetical cases and proposing potential responses, trainers create a reflective space in which trainees may recognise and articulate their own needs through the lens of the scenario. The strategies generated in response to these situations can, in turn, serve as practical solutions for the trainees themselves.
Moreover, we recommend incorporating input sessions on topics such as ‘teacher identity’ and ‘teaching learners with SEND’ (Special Educational Needs and Disabilities).
Such sessions can raise awareness among trainees not only of their own identities and practices but also of the varied needs of their peers and future learners.
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