Teaching foreign languages to students with DIverse Learning NeeDs (SwDLNs) in mainstream schools involves distinct challenges for both students and educators. Educators often struggle to enhance learning, academic performance, and overall well-being of SwDLNs, largely due to insufficient training and expertise in this area. This study aims to address these issues by examining the specific needs of SwDLNs, including those with visual, hearing, physical/mobility impairments, and learning disabilities, who attend mainstream schools. It details insights from 16 interviews conducted with SwDLNs in Greece, aged 12-18 years, all officially diagnosed with a disability and selected based on availability. Specially trained researchers used semi-structured interviews to gather participants' perspectives on their learning environments and how their specific needs intersect with language learning practices. Additionally, participants suggested features for digital tools to improve their cognitive and linguistic abilities in learning English as a Foreign Language (EFL), guided by the Universal Design for Learning (UDL) principles. The data from these interviews were analyzed using a content-based approach in line with the three primary UDL principles: Engagement, Representation, and Action & Expression. Findings from this ERASMUS+ funded project (SPLENDID) emphasize the need for specific cognitive and linguistic support from teachers to help SwDLNs develop skills in Listening, Speaking, Reading, and Writing. These findings are also contextualized within the levels of the Common European Framework of Reference for Languages (CEFR), providing a standardized measure of language proficiency. The study offers practical advice for EFL teachers and material developers on incorporating effective teaching practices and digital tools to provide individualized and high-quality learning experiences, thereby boosting SwDLNs' motivation for learning foreign languages.

Keywords: Students with Disabilities (SwDLNs), Mainstream Schools, English as a Foreign Language (EFL), Language Learning, Teacher Training, Universal Design for Learning (UDL), Cognitive and Linguistic Support, ERASMUS+ Project, Educational Technology, CEFR Levels, Inclusive Education.