TEACHING SPEAKING AND LISTENING STUDENTS WITH VISUAL IMPAIRMENTS

Abstract

Teaching English as a second or foreign language presents a range of pedagogical challenges, and these challenges become even more pronounced when working with learners who have visual impairments. Traditional language instruction relies heavily on visual input, such as textbooks, flashcards, written exercises, board work, and visual prompts, all of which may be inaccessible or only partially accessible to students with blindness or low vision.