Proceedings of the International scientific and practical conference “Integrative science, technology and cultural development” (November 10-12, 2025) / Publisher website: www.naukainfo.com. – Barcelona, Spain, 2025. - 141 p.

120 According to the CEFR (Common European Framework of Reference) , mediation is when a learner: “acts as a social agent who helps to construct or convey meaning between people who may have different languages, levels, or perspectives.” In inclusive classrooms, mediation is not only linguistic (translating or paraphrasing) - it is also cognitive , social , and emotional . It helps all learners bridge understanding across abilities, languages, and modes of communication. There are several activities that I recommend to use teaching English students who have diverse needs: - A sighted student explains a visual task orally to a blind. (Peer mediation task, focus on Cooperation, listening); - One student has text, another has pictures; they share info. (Information gap, Speaking, mediation); - Listen to audio → create drawing → describe in English. (Summarising across modes, Multimodal comprehension) - One student “interprets” between a hearing and non-speaking learner using gestures. (Role-play bridging, Social meaning-making); - Create a class storybook combining text, images, and recordings. (Create a class storybook combining text, images, and recordings, Inclusive production). Mediation in inclusive classes is of the most importance. To implement this technique, first of all we have to find out what suits the class best. Modern world changes and demands new approaches. Teaching English is not an exception. Mediation is a necessary and useful technique that is here to be used in teaching English and to develop learners‟ skills for life.