CHALLENGES, LEARNING NEEDS AND COPING STRATEGIES OF STUDENTS WITH DISABILITIES IN ENGLISH LANGUAGE COURSES: A MALAYSIAN HIGHER EDUCATION CONTEXT

Abstract

This study investigates the challenges, learning needs and coping strategies of students with disabilities enrolled in English language courses at a Malaysian public university. It also explores the perspectives of English language instructors to provide a triangulated understanding of institutional and pedagogical readiness. Using a qualitative approach grounded in semi-structured interviews with 24 students from diverse disability categories, the research provides nuanced insights into their academic and social experiences. Thematic analysis identified five overarching themes: (1) physical and environmental barriers, (2) learning and instructional challenges, (3) communication and social participation, (4) coping strategies and support systems, and (5) inclusive pedagogy and lecturer support. Findings reveal that students with disabilities face compounded barriers such as inaccessible learning environments, inconsistent teaching accommodations and emotional fatigue from self-advocacy. Instructors acknowledged a lack of formal training in inclusive pedagogy and expressed a need for structural and policy-level support. Despite these limitations, students demonstrated resilience and agency by adopting various strategies, including self-regulation, peer support and direct communication with lecturers. The study highlights the importance of systematic inclusive training for instructors, institutional support structures such as disability support centres and flexible, universally designed learning environments. It underscores the need for policy implementation that extends beyond infrastructure and addresses pedagogical practices within language classrooms. These insights contribute to the growing body of literature on inclusive education in Southeast Asia and offer practical implications for institutions striving to create more equitable English language learning experiences.