Teaching English to Students With Special Needs: A Case Study in Jordan Nibal Malkawi Al-Balqa Applied University, Jordan Mallouh M. Al-Slaihat Al-Balqa Applied University, Jordan Nagham M. Abu Al Basal Al-Balqa Applied University, Jordan Mohammad Sakarneh Al-Balqa Applied University, Jordan Ali Ata Alkhaldi American University of the Middle East, Kuwait Hanan K. Al-Jezawi Al-Balqa' Applied University, Jordan Mahmoud A. Rababah  Al-Balqa' Applied University, Jordan Abstract—Students with special needs usually encounter difficulties in learning English because of their physical, health, or psychosocial challenges. English Teachers’ attitudes to the students’ special needs play a significant role in facilitating the students’ learning process or hindering their learning of English. When a teacher has a negative attitude to the special needs students, this may lead to the teacher not fully covering the planned English syllabus, thus impeding the educational development process of all students. However, an English teacher’s positive attitudes to their profession can certainly influence their students’ attitudes and desire for learning. This study investigates the attitudes of English teachers of special needs students to their profession in schools in Jordan. A quantitative research method was used to collect data from a randomly chosen sample of 155 English teachers. The results of the study revealed that English teachers’ attitudes to their profession were positive and above average, and there was a difference in their attitudes to their profession in general according to the “experience” variable. However, there were no differences in the teachers’ attitudes to their profession according to the “academic qualification.” The findings can contribute to identifying the most important factors that influence the decision-making of newly appointed teachers whether to enter the profession of teaching English to students with special needs. Index Terms—language learning, language teaching, students with special needs, teachers' attitudes I. INTRODUCTION Students with special needs usually encounter learning difficulties because of their physical or sensory special needs, illnesses, or psychosocial problems. Besides, there are some other important individual educational differences between disabled students. Students with special needs require different methods of education corresponding to their needs and abilities. Moreover, to succeed in training and educating students with special needs, there must be special educational programs and special equipment. Furthermore, students need to learn how to use different educational means that can unleash their talents and abilities and develop their creativity. Education aims to help students with special needs take care of themselves, succeed in their educational path, and engage in all of the activities in the community (Reyes & Meneses, 2022). The process of educating students with special needs is a difficult and complex process since it requires the teacher to choose the appropriate methods of teaching their students according to the following variables: the degree of disability, the severity of the disability, and the mental age of the child. Teaching methods in special education vary depending on the diagnosis of the child's condition and the treatment plan. It includes several domains, including students’ evaluations and teaching effectiveness (Mapou, 2022).  Corresponding Author ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 14, No. 5, pp. 1233-1243, September 2023 DOI: https://doi.org/10.17507/jltr.1405.11 © 2023 ACADEMY PUBLICATION