From Accommodation to Anticipation: Using GenAI and UDL to Design Accessible TEFL Lessons
Tech-Integrated Lesson Planning for English Language Teaching: From Design to Delivery, Chinaza Solomon Ironsi, Editör, IGI Global, New Jersey, ss.209-234, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.4018/979-8-3373-8460-3.ch008
- Yayınevi: IGI Global
- Basıldığı Şehir: New Jersey
- Sayfa Sayıları: ss.209-234
- Editörler: Chinaza Solomon Ironsi, Editör
- Anadolu Üniversitesi Adresli: Evet
Özet
This chapter examines how generative artificial intelligence (GenAI) can support accessible and inclusive lesson planning in teaching English as a foreign language (TEFL) when guided by pedagogy rather than tool enthusiasm. Drawing on Universal Design for Learning (UDL), differentiation, and WCAG 2.2 accessibility principles, the chapter argues that learner variability should be anticipated during design rather than addressed through after-the-fact accommodations. It reviews the emerging literature on GenAI in language education, identifies both high-leverage planning uses and major inclusion risks, and proposes a practical workflow for teachers: Anticipate, Generate Variations, and Assure Access. The chapter also outlines lightweight strategies for evaluating inclusion impact through access, participation, learning evidence, and student voice. This chapter presents GenAI as a bounded co-designer that can accelerate inclusive TEFL planning when used with clear safeguards, validation routines, and equity-oriented judgment.