Abstract

This study aims to examine inclusive practices in early childhood English education by focusing on how these practices support English language learning for children with special needs, highlighting instructional strategies, developmental benefits, and challenges encountered in early English language teaching contexts. A descriptive literature review was conducted by examining national and international studies on inclusive early childhood education and early English language learning. There is a growing emphasis on inclusive education in early childhood settings; however, there is a scarcity of research on how inclusive practices support English language learning for children with special needs. Despite the valuable benefits of integrating children with special needs into preschool English education, issues such as limited resources, inadequate teacher training, and difficulties in addressing diverse learner needs simultaneously may limit the effectiveness of inclusive practices. Therefore, understanding both the theoretical foundations and practical applications of inclusive education in early childhood English teaching is crucial for developing effective pedagogical approaches and ensuring equal learning opportunities for all children.

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