Exploring Teaching English for Persons with Special Needs: the Case of Visually-Impaired Learners in Tlemcen University and Blind’s Centre

Abstract

Vision is a primary sense for learning. Teachers use pictures, photographs and a variety of colour-coded materials in their instructions. They also use demonstrations and considerable modelling, which require the student’s visual attention. The problem stated at this level is about students who cannot perceive visual cues. The present study is an attempt to cover some of the pedagogical difficulties that face English language instructors when teaching persons with special needs, the case of visually-impaired learners. It is a collective case studies dealing with two cases: one in the centre of blind people in Tlemcen and the other in a 2nd year EFL class in Tlemcen University which is the main case for this research. Thus this study aims at providing a complete picture about how people with visual impairment receive education as it helps mainstream teachers in teaching them. Moreover, data were collected qualitatively and quantitatively using classroom observation grids and semi-structured and unstructured interviews for teachers and learners. The main results of this multiple case study showed that teachers face serious difficulties in teaching persons with VI in regular classes and they rely on listening only, consequently, this affects on the learning process negatively.