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Abstract
Inclusive education has become a key priority in contemporary educational policy, emphasizing equitable access to learning opportunities for all students, including those with special educational needs and disabilities (SEND). In English language teaching (ELT), inclusion presents specific challenges due to the cognitive, communicative, and sensory demands of foreign language learning. Assistive technologies (AT) have increasingly been recognized as effective means of reducing learning barriers, supporting learner autonomy, and facilitating participation in inclusive classrooms. This article examines the role of assistive technologies in inclusive English language teaching through a qualitative theoretical review. Drawing on international theories such as sociocultural theory, Universal Design for Learning (UDL), and second language acquisition research, alongside the perspectives of Uzbek scholars, the study analyzes types of assistive technologies, their influence on language skills development, pedagogical implications, and contextual challenges.
References
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