1

MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF

THE REPUBLIC OF UZBEKISTAN
UZBEK STATE WORLD LANGUAGES UNIVERSITY
On the rights of manuscript
Fayzieva Zuhra
THE BEST METHODS OF TEACHING ENGLISH TO BLIND AND
VISUALLY IMPAIRED

DISSERTATION
for academic Master’s degree

The work has been discussed Scientific advisor:

and recommended for defense Sharipova Y. Q.
The Head of Department
PhD., As.prof.Galieva M.R.
_______ “___” ______2023

Tashkent– 2023
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Ministry of the Higher and Secondary Special Education of the Republic of

Uzbekistan Uzbek State World Languages University

Faculty: 3 English Language MA Student: Fayzieva Z.Sh

Department: Linguistics and English Literature Scientific advisor: Sharipova
Y. Q.
Year: 2022-2023 Specialty:
Topicality of the research:
Goal and tasks of the research:
Object and subject of the research:
Methods of the research:
The degree of novelty of the research:
Practical value and degree of embed:
The results obtained:
The structure of the dissertation:
General summary and recommendations:

Scientific advisor: Sharipova Y. Q.

MA student: Fayzieva Z.Sh.
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Министерство Высшего и Среднего Образования Республики

Узбекистан Узбекский Государственный Университет Мировых Языков
Факультет: 3 английского языка Студентка магистратуры: Файзиева З. Ш
Кафедра: Лингвистика и английская литература Научный руководитель:
Шарипова Й.К.
Учебный год: 2022-2023 Специальность: 5А120102
Актуальность работы
Цели и задачи исследования:
Объект и предмет исследования:
Методы исследования:
Степень новизны исследования:
Практическая значимость исследования:
Структура диссертации:
Основные результаты исследования:
Общие выводы и рекомендации:

Научный руководитель: Шарипова Й.К.

Студентка магистратуры: Файзиева З. Ш
 4

CONTENTS

INTRODUCTION…………………………………………………………………
CHAPTER I. THEOROTICAL BASIS OF BVI AND THEIR LEARNING
CHARACTERISTICS
1.1 Learning characteristics of BVI………………………………………………
1.2 Difficulties in learning English faced by visually impaired students…….
1.3 Teaching to BVI in Uzbekistan …………………………………………
Summary of the first chapter…………………………………………………….
CHAPTER II. THE MOST USEFUL METHODS AND TECHNIQUES OF
TEACHING ENGLISH TO BVI
2.1 Special educational needs and materials of BVI learners………………
2.2 Teaching techniques to BVI…………………………………………………
2.3 Methods of teaching BVI learners………………………………………….
Summary of the second chapter……………………………………………….
CHAPTER III. ANALYSIS OF THE RESULTS OF USING BVI
TEACHING METHODS IN IMPROVING ENGLISH SKILLS
3.1
3.2
3.3
Summary of the third chapter……………………………………………….
CONCLUSION……………………………………………………………….
USED LITERATURE……………………………………………………….
APPENDIX……………………………………………………………………
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INTRODUCTION
The educational system includes learning English as a foreign language. The
study of foreign languages has traditionally been seen as a challenging subject for
the most talented students. Foreign language is now part of the curriculum, along
with the requirement that students choose a second foreign language, not just in
Uzbekistan schools but in schools all around the world. This is because attitudes
and teaching methods have evolved. It is now generally acknowledged that
learning a foreign language is a crucial component of a student's education that
contributes to their attainment of a more comprehensive education as well as
practical and professional benefits. Additionally, students decide to study a foreign
language on their own because they want to have additional career options.
However, not many people can learn English language or other languages on their
own some people need help because of their disabilities. There are different types
of disabilities: vision Impairment, deaf or hard of hearing, mental health
conditions, intellectual disability, acquired brain injury, autism spectrum disorder
and physical disabilities. In this research, we will observe blind/visual impaired
students.
There are more than 60,000 visually impaired people in Uzbekistan and each
person has right to study. Students who are visually impaired are as unique and
diverse the same quality education as any other group of students. In order to
improve education system in Uzbekistan, teachers and parents should work
together and help visually impaired learners with their positive attitude toward the
integration and this will be the most important factor in guaranteeing the success in
society.
Moreover, the massive population of visually impaired people and students in
particular in Uzbekistan is a pressing concern. It has become an urgent duty of
teachers, researchers, and the policymakers to make sure that BVI students are
getting equal attention and opportunity to learn English among the sighted
students. Government and the concerned authorities, in this regard, are leaving no
stone unturned to include children with disabilities, and more specifically those
with visual impairment in mainstream education to make sure that such students
get equal attention as the sighted students do. To make it happen, inclusive
education is a much-needed move which enables students with disability to
develop positive social relationships with peers. It aims at the equalization of
 6

opportunities for differently-abled students, identifying their learning needs among

the one with no disability, and seeks to maximize the potential of all.
qoshimcha
-there should not be any obstacles to blind learners learning to speak if there are no
cognitive disabilities present. However, this does not imply that blind people learn
language in the same manner as sighted people do. They undoubtedly have special
demands, and teaching them presents distinct difficulties that can only be
overcome by familiarization with the problem in order to come up with efficient
solutions.
+ Nowadays, English learning is widely known in every level of education.
English skills are considered as useful competency in higher education. Mastering
English is expected to support academic activities such as finding resources,
writing papers or presentations. However, presenting English material in an
inclusive classroom can be a challenge for lectures when the students have special
need, for example: visual impairments. They have different needs compared to
sighted students. They ought to get a different teaching learning process. Certain
teaching strategies suitable for learners without sight difficulties might not be
proper for learners with visual impairment. For example, asking students to watch
movies to teach certain language features in class might not be suitable for them
since they cannot see the movies. Therefore, lectures should have specific design
to support their inclusion in the classroom. The design should present several
aspects such as relevant content, appropriate media and appropriate teaching
approach and strategy. By designing specific design for them, it is expected that
their motivation, self-esteem and independence will be improved.
 7

CHAPTER 1. THEOROTICAL BASIS OF BVI AND THEIR LEARNING

CHARACTERISTICS
1.1. Learning characteristics of BVI
For centuries, famous blind people have been the brightest scientific minds, deep
thinkers, groundbreaking musicians, show-stealing actors, and more. People face
many difficult obstacles in life that can be challenging to overcome. Most people
quit when times get tough or do not even try in the first place. Then there are those
few that will not let anything stand in their way.
Famous blind historical figures and celebrities have helped shape the world.
They’ve paved the way for other blind people to achieve their dreams. They are an
inspiration to the visually impaired and anyone that has a goal. These famous blind
people were highly influential and transcended time. Some of the most famous
blind people made groundbreaking achievements that improved the lives of other
blind people. At the same time, iconic composers and trendsetting musicians’
broke barriers, changing the industry in unimaginable ways.
Louise Braille
 8

At age three, Louis Braille lost his eyesight after an accident with a stitching awl.
He suffered an infection that quickly spread to both eyes. Despite the horrible
accident, Braille managed to gain an education that resulted in a groundbreaking
creation.
In the mid-1800s, Louis Braille invented braille writing, allowing blind people to
read by touching a sequence of bumps. Braille writing changed the life for every
blind person in the world. It is still used today and remains the same with a few
adjustments over time. The terrible accident resulted in Louis Braille changing the
world and helping disabled people.
Helen Keller
Helen Keller (1880–1968) was a deaf and blind American woman. She learned
how to read, write, and speak, and worked for the American Foundation for the
Blind. She promoted education and equal opportunities for blind people.
Andrea Bocelli
The Italian tenor Andrea Bocelli is one of the greatest musicians in history. Few
vocalists compare with his extraordinary gift and skills. He was born with poor
eyesight caused by glaucoma. Later, he completely lost his vision after an accident
during a football match.
Before the accident, Bocelli felt drawn toward music. He was learning to play the
piano at age six and continued to pursue his passion after going blind. He went on
to become an icon and trendsetter. Bocelli released memorable pop albums,
unforgettable classical singles, and breathtaking operas. There are a lot of
examples like this. All of this just serves to demonstrate the necessity and viability
of educating kids with impairments. For all, when properly integrated into society,
people with disabilities may contribute just as much as many of the community's
healthy members.
Teaching children with profound visual impairments requires increased attention
to those scientific and methodological aspects of typhlopedagogy that are focused
on providing conditions for the self-realization of the blind in various spheres of
life. The specificity of teaching people with visual impairments is due to the
limited access to information. For their training, a special system of measures and
specific didactic materials are needed. Thus, it is quite obvious that it is necessary
to search for new approaches to create rational methods for teaching, correcting
and rehabilitating visually impaired people.
 9

Teaching English to visually impaired people is an even more difficult task, but
knowledge of the language expands the educational opportunities of such people,
allowing them to become part of the global educational environment and feel
socially adapted in society. In addition, visually impaired specialists with
knowledge of a foreign language are not numerous in Uzbekistan.
The relevance of this research is due to the fact that teaching a foreign language
to blind and visually impaired students is a poorly studied area. It is a problem for
the teacher and stimulates his/her creative potential, due to insufficient theoretical
and practical material.
Particularly relevant are the issues that relate to the teaching English language for
blind and visually impaired students. Thus, the tasks of finding new means and
methods in teaching blind and visually impaired children the English language are
especially relevant in the modern education system.
The terminology to define loss of vision or reduced vision is quite diverse. The
terms used more often are: blindness, low-vision, vision/visual impairment, visual
disorder, vision loss and visual disability. There are also different definitions in use
depending on whether these terms are used in medicine, rehabilitation or
education.
In education, ‘visual impairment’ and ‘blindness’ are conditions which cause
special educational needs; being defined as “an impairment in vision which, even
after correction, adversely affects educational performance” (Castellano 2005:15).
In addition to the above-mentioned definitions, Carol Castellano suggests to use a
skills definition of blindness/visual impairment. According to that, blindness/visual
impairment (BVI) means “using alternative skills and tools in place of, or in
addition to, eyesight in order to gain information or perform tasks” (2005:16). The
simplest definition of visual impairment used in practice is that a person is visually
impaired if she/he cannot read ordinary printed text due to his/her vision loss
without special aids or adaptations. In this paper, the World Health Organization
definition and the definition used in education based on special skills are kept in
mind; however, the term “visually impaired” is used in the case there is no
distinction between persons with blindness and low-vision/visual impairment in the
context.
The type of visual impairment that a learner has also major factor in his or her
visually functioning. With some eye disorders, vision may actually fluctuate from
day to day or throughout the day during different lighting and environmental
 10

conditions. Even stable visual conditions may be temporarily influenced by such

factors as lighting, attention and students’ emotions. Moreover, many students
have additional disabilities that accompany their visual impairments, such as
cognitive impairments or learning disabilities.
Each individual’s visual abilities are different because even people with the
same visual impairment can have various degrees of vision loss.
Here are types of visually impairment:
Partial sight
Students with visual impairments who deal solely with print are referred to be
"partially sighted" in a very wide sense. This category includes a wide variety of
students, from those with very little visual impairment to those who may be on the
cusp of print and braille and whose vision is likely to get worse. The functional
effects of partial sight can be divided into a number of broad categories, each of
which may apply to some or all of the pupils.
Poor acuity
The overall sharpness or clarity of the image is known as visual acuity. Although
not always to the same extent, both near and far vision may be compromised.
Some students might be able to see small print but be unable to see the whiteboard,
while others could find it simpler to view things far away than up close.
Central vision loss
The capacity to discern tiny details is impacted by central vision loss. Reading,
writing, and close-up skills are likely to be challenging for students with central
vision loss.
Peripheral vision loss
Loss of peripheral vision can have the reverse effect as loss of central vision,
resulting in a field of vision that is shaped like a circular tunnel. Students may have
trouble navigating their surroundings and finding things. Students could be
proficient readers and writers, yet they might struggle with scanning activities.
Although they may be able to see small type, students with peripheral vision loss
may require learning resource items that are less finely detailed.
Interrupted vision
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Students may encounter sporadic blind spots and may only receive bits of visual
information. Students who have severe vision interruption may find it impossible
or very difficult to complete numerous visual tasks.
Low-contrast sensitivity
There are some visual circumstances that make it difficult to distinguish an object
from its background. These pupils may benefit more from clarity and contrast than
size. The use of lighting and color schemes is probably particularly important.
Adaptability to light
Pupils have trouble adjusting to changes in light under a variety of visual
circumstances. Some pupils may experience pain from strong light (photophobia),
or they may have trouble adjusting to a change in brightness.
Impaired ocular mobility
Controlling the eye muscles can be challenging, which might lead to some vision
problems. For instance, nystagmus causes focus issues because it causes the eyes
to shift continuously and unintentionally, typically from side to side. Some pupils
could struggle to keep both eyes on the same object at once, while others might
struggle to switch their attention between various things and distances.
Color loss
Color loss often accompanies and exacerbates visual problems. Students who
suffer from color loss might not always be aware of this, making it challenging for
them to notice little features in images, maps, and diagrams.
Blindness
The phrase "educationally blind" is frequently used to describe students who rely
on their other senses rather than their eyes to read print. This requires most
students to access braille-written content. Do not, however, assume that a student
using braille has no effective vision at all. Most people who use braille still have
some vision, which can be helpful in many parts of daily life.
It's critical to distinguish between students who once had some vision and those
who were born blind. Visual memory will have a significant impact on students'
conceptual understanding.
Visually impaired students try to read objects more closely and they like to
position themselves near to the light source like lamp, window or bright objects.
 12

Also, people with low vision have trouble with finding any objects which is
situated far away. Therefor, they tent to rely on to their tactual senses. They will
not use their residual vision spontaneously, and they will not rely on visual senses
alone.
Visual impairment is an umbrella term which includes two groups with distinct
characteristics and needs: individuals with low vision and individuals with
blindness. Blindness and low vision are described in the legal definitions in terms
of visual acuity and field of vision. In simple terms, visual acuity indicates how
clearly a person can view an object from a fixed distance. This is generally
measured using Snellen chart. The standard visual acuity of a person is 20 /20
(expressed in feet) or 6/6 (expressed in meters). Field of vision is the area that is
visible to the eye when looking at a fixed point and it is measured in degrees.
Standard forward-facing horizontal field of vision is almost 180 degree.
The Rights of Person with Disabilities Act, 2016 defines blindness and low vision
on the basis of visual acuity and field of vision as follow:
Blindness refers to a condition where a person has any of the following conditions,
after best correction:
a) Total absence of sight; or
b) Visual acuity not exceeding 3/60 or 10/200 (Snellen) in the better eye, or
c) Limitation of the field of vision subtending an angle of 10 degree or worse.
Low-vision refers to a condition where a person has any of the following
conditions, namely:
a) Visual acuity not exceeding 6/18 or 20/60 and less than 6/60 or 20/200 (Snellen)
in the better eye with correcting lenses; or
b) Limitation of the field of vision subtending an angle of more than 10 degree and
up to 40 degree.
Visual impairment is a term, used for blindness and low-vision (BLV). As
already mentioned, visual impairment is a low-occurrence disability. It is estimated
that two in 1000 school-age children are visually impaired; the occurrence of
children with total blindness without additional disabilities is as much as ten times
smaller (Mason 1999).
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Fortunately, BVI people can read and write with the help of Braille system,
people who are blind or have impaired eyesight can read Braille, a system of raised
dots, with their fingertips. Those who are neither blind or visually challenged
typically read braille with their eyes, such as teachers and parents. Instead, it is a
system of writing and reading that allows for the use of other languages, including
English, Spanish, Arabic, Chinese, and dozens more. Braille offers a form of
literacy for everyone and is used by thousands of people worldwide in their native
languages.
+ The Braille users follow a more unified system, with different types of
difficulties. Each language has different abbreviations. Despite the use of the first
degree Braille for foreign languages in order to include symbols for stresses and
symbols for common words, a risk of confusion still remains. Students from a
point and on will have to either learn to use the Braille code of the foreign
language, which requires a very good command of the Braille code of their mother
tongue to avoid confusion, or to work with recordings.
Minus side of Braille
Braille is a reading and writing method for the blind, and braille proficiency can
lead to satisfactory outcomes. However, the braille system has several inherent
drawbacks that blind teachers and students must deal with when using it. This
investigation confirmed Fernanda's (2017) assertion that the braille system is
essentially a sluggish method of reading and writing. Additionally, other braille
limitations presented challenges for the teachers. However, this study also
validated Rollan's (2013) assertion that both blind students' teachers and the
students themselves must be proficient in the learning medium, in this case,
Teachers who lack braille proficiency cannot instruct blind students effectively.

Literature Review
Qoshimcha
Historically speaking, Jedynak (2018) views that the beginnings of interest in
foreign language teaching for learners with visually impaired (VI) dates back to the
1930s. In 1931, a blind teacher “William Patrick Morrissey” published a book
titled “Teaching Foreign Languages in Schools for the Blind”. This was his first
publication, which drew attention to the potential of VI people as far as foreign
 14

language acquisition is concerned. Morrissey argues that the loss of sight opens
new possibilities for visually impaired students (SVI). For instance, the capability
of using their auditory skills to a greater degree than non-visually impaired learners
use. In his publication, Morrissey also notices that learning a foreign language
relies mainly on the hearing sense. Even though sight is useful for learning, its loss
is not a determinant element for success in foreign language learning and teaching
(Jedynak, 2018, p. 201).

When the literature on teaching new methods and learning of visually impaired
students is analyzed, the researcher tried to find major categories as: blind/visually
impaired students learning English as a foreign language, instructional strategies
for teachers of blind/visually impaired students, inclusion studies on learners with
special needs, developing technology skills of visually impaired learners,
assessment and material adaptation for blind/visually impaired learners. The
researcher hopes to contribute to find useful and interesting methods at the very
end of this study.

The teaching of foreign languages to pupils with visual impairment presents

some peculiarities and difficulties in relation to other subjects taught.
As English becomes more widespread in the world and as the world has become a
global village in which English is the international lingua franca (Modiano, 1999),
many research studies have been carried out to seek ways to teach English more
effectively. However, researchers such as Guinan (1997) and Araluce (2005) argue
that the foreign language needs of the visually impaired learners have been
ignored. In addition, their foreign language acquisition is often developed without
adequate context, sufficient examples or reinforcement through all the sensory
media. Moreover, as pointed out by Donley (2002), students with visual
impairment are likely to find themselves marginalized and isolated from the
foreign language classroom atmosphere.
The number of visually impaired people in the world is known to be 2.2 billion
(World Health Organization, 2022), and according to the statistics presented by the
Uzbekistan government in 2022, 600 000 people were visually impaired live in the
 15

country. Despite the ignorance of the high number of people with visual
impairment in the field of ELT, it is argued in the literature that blindness does not
actually hinder foreign language learning; instead, their aural sensitivity and
memory put them in a more advantageous position on condition that the required
methodological and pedagogical conditions can be created (Araluce, 2005).
Araluce’s study describes the benefits of learning English as a foreign language for
visually impaired students for employment and integration into the society;
however, when the students want to learn English, they face with the fact that the
instructional materials are mostly designed to fulfill the needs of sighted students,
not appropriate for visually impaired learners. Araluce points out that blindness is
not an obstacle in front of learning a foreign language. Instead, several other
studies found out that blind students have advantages through their auditory
sensitivity and memory training over sighted learners on the condition that the
pedagogical and instructional adaptations are made (Cited in Araluce (2006)
Dorstet, 1963, Synder & Kesselman, 1972, Nicolic, 1987).
As it is important to make use of visuals in developing skills of language
learners, English teaching materials are mostly visual-based. This is why trying to
understand the textbooks through Braille system is challenging for blind learners
because Braille alphabet is efficient in describing the pictures. As Araluce points
out, there is a growing trend in education on the inclusion of visually impaired
learners into mainstream classrooms but this inclusion creates learning problems
because there are several lacking points of the materials. Blind students are
generally ‘low-achievers’ and this is not because of their loss of vision but because
the materials are not adequately developed.
+ Araluce (2005) reminds that understanding how blind-on-birth children
develop language would contribute to our understanding of how blind children
learn the world. It is understood that cognition of blind learners depends on
touching and hearing and blind learners develop different cognitive schemas. It is
also important to shed light on the richness of information that sound carries.
Araluce points out the fact that some blind learners are ahead of their peers in
terms of language development and it is thought to be so as a compensation of their
lacking vision ability. This also shows us the importance of early intervention
programs for blind learners so that their other skills can be developed early on.
+ Araluce’s own study is based on design of tactile materials, graphic
representation through the sense of touch, for young learners of English as a
foreign language. They developed English books with tactile materials so that
 16

seeing through the sense of touch is stimulated. They decided to implement this
design because Braille version of texts are found as boring and difficult by young
learners (2005). In this study, social interactions in the classroom, teacher’s use of
visuals and gesture are also analyzed. It is also focused on teachers’ experiences on
how to make use of these materials because they are critical in adapting the
mainstream classroom into the needs of blind learners. After implementing the
specially designed books, it is seen that blind children can effectively participate in
many class activities through tactile experience pictures. This study shows us how
important it is to work on the design and adaptation of the materials to foster
learning and participation of blind/visually impaired learners in foreign language
learning.
Moreover, Araluce (2005) argues that the curricular materials at schools should
be transformed to fit into the social and the pedagogical life of the visually
impaired learners, and recommends that teachers ought to accept their visually
impaired students in their classes the way they are and try to realize their potential,
personality and interests. The shift towards the adaptation of the curricular
materials and the teaching methods for visually impaired learners is believed to
appeal to sighted people as well because of the variation of the methods and the
instructional materials.
Another work on teaching English as a foreign or new language to visually
impaired and blind students has been done by Kashdan, Barnes and Walsh (2002).
In this article, the writers talk about the problems and possibilities in this field of
work. They start with reminding that there are low levels of expectations of people
with disabilities. It is indicated that there is also lack of access to materials for
intake and training. A very important issue that is ignored mostly is English
learning of blind immigrants/refugees. It is crucial for them because learning
English may help them to get service and participate in the society.
In Kashdan, Barnes and Walsh’s work, another major problem is listed as lack of
training of staff in supporting literacy development of blind learners. It is stated
that there are mainstream programs but they only depend on oral English
instruction and it is not enough. There is another type of problem with the features
of teachers who work with blind children. It is underlined in the article that fully-
sighted teachers are unfamiliar with the needs and perspectives of blind learners.
Teachers do not have much interest and commitment to adapt materials into the
needs of blind learners. What is more, blind learners lack but they are crucially in
need of independent living skills but these skills are not supported through their
 17

education. Lastly, it is pointed out that there are problems with assessing learning
skills of visually impaired learners. On the average, they have lower scores than
their sighted peers and these low scores seem to represent low skills but actually it
is due to poor adaptation of the tests and materials.
A very detailed study on aspects of teaching and learning English as a foreign
language in the case of blind and visually impaired learners has been studied in the
context of Estonia compared to other European countries by Lovi in 2014 in a
thesis work. Lovi (2014) starts with describing the deficiencies of language
teaching materials saying that there are low levels of visual input for blind learners
and language learning materials and opportunities are limited because accessible
formats are needed.
Lovi maintains that there are also problems with teaching methods so
accommodations in these methods are needed, too. Teachers perceive teaching
BVI learners a great challenge thus they need support and resources to go over it.
Teachers lack enough knowledge about the needs of BVI learners despite the
increasing movement towards inclusion of special needs students in mainstream
schools. Lovi asserts that we need to discuss whether national English tests are
accessible and adaptable and our goal should be making sure that BVI learners can
effectively participate in the learning process. It is reminded in the study that
comprehensible input is the key for foreign language learning, but due to the
format of the materials, it is not provided. Blind learners try to compensate this
through other senses like audio and tactile.
Lovi discusses some problems from a new perspective about using and adapting
Braille materials. It is asserted that Braille writing is linear but format of English
textbooks is so different as it includes boxes, pictures, columns, etc. Linear writing
is not suitable for describing these textbooks. This is why adaptation of materials is
difficult because it requires both knowledge of Braille and presenting language in a
textbook. What is more, the sequential characteristic of reading makes it difficult
to go back to the previous parts of the same texts. This is why learners have to
have heavy dependence on short-term memory which causes overloading at the
end. Because of all these reasons, learning and comprehension becomes time-
consuming and exhausting for blind learners. Besides, the reading speed of Braille
readers is lower than sighted peers. Most blind learners depend mostly on personal
assistants or screen readers for reading and listening makes up for reading.
 18

Lovi underlines the need for accommodations and adaptations of study materials.
She offers that time limit on reading tasks should be extended and it can be a
solution to use tactile pictures and real objects, etc. Another issue is that individual
needs of visually impaired learners should be considered and asking learners about
their needs and expectations should be a part of the process. There are cases when
learners do not want attention to be taken on their lack of vision; they require that
rights-based measurements are applied. Modern ICT-based tools can be used by
blind learners; however, it must be remembered that these require good computer
skills. What is more, teachers do not feel qualified enough to train learners on these
issues. Lovi (2014) points out to the fact that there is limited research on the needs
for teacher training of teachers who have BVI learners. For assessment adaptations,
a good example is given as TOEFL as this international exam adapted its timing,
materials, accessibility for blind or visually impaired learners.
Lovi reminds that testing visual comprehension skills such as skimming and
scanning is not meaningful for blind learners but instead orientation and navigation
within Braille texts can be taught. Focusing on skimming and scanning skills turns
reading into listening so instead of comprehension, short-term memory is tested in
deed. Lovi’s own study shows what visually impaired or blind learners prefer on
tests and materials; they would like to have extended time, computers with special
software, materials in audio format instead of personal assistants reading for them.
This underlines the fact that they wish to study independently as any other person
wishes.

1.2 Teaching to BVI in Uzbekistan

In the history of language teaching, English language instruction has generated a
lot of debate among policymakers, educators, psychologists, and language
teachers. Similar discussions and debates take place in Uzbekistan policymaking,
educational, and language teaching circles. The growing demand for English in the
developing countries has increased the importance of its teaching. It plays
important roles as the official language, the medium of instruction in educational
institutions, and the language of cross-cultural contact. In Uzbekistan, it is utilized
as a language of instruction in elite private institutions in addition to being an
official language and the primary language of instruction in higher education.
 19

English now holds a paramount importance in the modern world, whether it is in

the fields of business, education, or international communication. The National
Curriculum for English Language in Uzbekistan placed focus on teaching English
language beginning at the primary level of school in recognition of the significance
of English in the modern world. Since grade one, English is taught as a required
subject in Uzbekistan's educational system (elementary education). Both regular
and special education institutions are part of the educational establishments.
Few years ago, visually impaired students were placed in a special school for
blind students and did not get any opportunity to attain higher education. Now,
they can study together with sighted or normal students in regular school or
university. Placing students with special needs in regular classroom is called
inclusive education. Dealing with BVI in the classroom is not a big matter as long
as the lecturers and other students know how to communicate with them and
understand the most appropriate ways to accommodate BVI in the classroom as
well as in examination.
There is a great demand for English language instruction worldwide due to the
ever-increasing requirement for effective communication in English. Similar to
this, the significance of teaching English to blind students has grown over time.
There are adequate researches on the subject of non-disabled students' acquisition
of second languages, which gives language teachers enough methodological
backing. The literature also describes the difficulties encountered by English
language instructors while instructing these students in the language, however
there is little literature on the subject of language teaching to blind students.
Galetova (2012) notes that while it is necessary to educate blind people because it
is a growing population, there is little methodical research in this area.
Despite the fact that English is equally important for blind students, there is very
little literature on the subject and very little study has been done on how to teach
and help blind students learn foreign languages (Coşkun, 2013). The demands of
blind people in terms of learning foreign languages are largely disregarded,
according to Guinan (1997) and Araluce (2005). While Araluce (2005) contends
that blindness will not in any way hinder language learning as long as fundamental
methodological and pedagogical conditions are upheld, blind people will actually
have an advantage over sighted people in language learning due to their superior
oral sensitivity and memory.
-Minus side
 20

Teaching English as a foreign language to visually impaired students in Uzbekistan

is limited in terms of teaching materials and methodology. The modern approaches
and methodological principles of teaching a foreign language are based on visual
teaching materials, which are still not accessible to students with visual
impairments. To a great extent, teaching materials in Uzbekistan is not adapted for
visually impaired students or lack supportive listening materials.
Qoshimcha
In the academic circles, everyone agrees that blind students have special learning
demands. Despite their best efforts, teachers will not be able to successfully guide
the learning of blind pupils if they are unaware of their requirements and potential.
Unawareness of the difficulties involved in teaching blind youngsters may cause
the failure of the learners in the classroom and subsequently in society. Making out
difficulties becomes much more relevant in a situation like Uzbekistan where the
requirement for comprehension is crucial but lacking.

1.3 Methods of teaching

The results of a project carried out among visually impaired adults on foreign
language learning in the framework of the European Grundtvig programme by the
European Blind Union (EBU) and the organisations of visually impaired from
Cypros, the Czech Republic, France and Slovakia, show that there are no
remarkable differences between the reasons why visually impaired (VI) people
start learning foreign languages and those of sighted people. VI people, like almost
everybody else, learn languages within the framework of the obligatory education
system, and can wish or need to update their knowledge or to learn a new
language. (EBU 2010). The differences are most evident due to noticeably fewer
opportunities for them to achieve their foreign language goals.
 21

In recent years, there have been discussions that in the field of education, more
research is required to establish research-based practices supported with the
evidence and methodologies; also the quality of research has attained attention. For
example in the USA, the literature on education, covering 40 years from 1964 –
2004, was reviewed to find out how students with visual impairment were taught.
(Ferell 2011). It was found that in general the results were not satisfying. In the
following sections, some aspects of teaching/learning English as a foreign
language in BVI will be discussed.
Method
In Conroy's and Araluce’s studies it is also noted that there is an extreme difficulty
in finding appropriate tactile materials to facilitate the proposed adaptations for the
course. Furthermore, a tactile material library is proposed, which will provide
teachers with the appropriate material for each English course. The need for such a
library is also expressed in our own research. The importance of using real objects
is also reflected by the participant teachers in Topor and Rosenblum’s study as one
of the most effective practices for teaching these students. Moreover, Araluce’s
studies it is well documented that the activities which involve sensory materials are
not only accessible to students with visual impairments, but they also motivate and
benefit all students. This item reflects the principles of universal design for all.
Moreover, Topor and Rosenblum’s study emphasizes the importance of
experiential learning and multi-sensory approaches which constitute the key
principles of teaching these students. Also, Araluce stresses the fact that these
activities contribute to students’ desire for learning, the development of their
autonomy and self-confidence, as well as the promotion of their social interactions.
Methodga qoshimcha
While it is arguably true that the individuals who are visually impaired learn to
rely on audition to compensate for their lack of vision for skill acquisition, studies
have shown that skill acquisition for a person with blindness, is not exclusively
based on echoes, nor is it all auditory, in many normal settings. In other words, the
auditory sense is not the only compensatory sense to be used by individuals with
blindness to acquire the much-needed practical skills, as Kohler (2006) also
reported. Apart from the sense of hearing, persons with visual impairment will also
rely on their other senses, like the tactile sense, for their learning. Because tactile
sense involves the use of touch and feel, the method of initiating the process is
what is referred to as, Manual Guidance Technique
 22

+ English teaching media and teaching aids The other things support the English
teaching and learning implementation are the media used and also teaching aids by
the lecturer. The lecturer should use descriptive instruction expression to explain
some situations, for example: left, right, in front of, besides, behind, etc. The use of
“this” or “that” must be refrained because it does not make any sense for VIS.
When explaining preposition of place and movement, the use of authentic media
such as ball or toys can make explanation clearer. Besides it is necessary to provide
student with a copy of vocabulary words, definitions and examples ahead of time
in either soft copy or Braille, so she is familiar with concepts as they are
introduced There are many ways to lower learner’s anxiety, such as jokes and
laughter, games, and movie. This strategy focuses on activities learners can enjoy
and laugh together. What lecturers need to do is employ any meaningful activities
in class in which VIS can enjoy and share laughter with their friends. Ur said that
games are interesting for they provide a feeling of pleasurable tension8 . When a
lecturer just explains the materials, asks the students to do exercise and exercise,
gives drilling and always corrects the students’ mistakes, the students will be
stressful and will not enjoy the class. This will be an obstacle in achieving the goal
in the class. But, when the students play games in the class, they will have fun and
can relax. If they are free from worry and stress, they will be able to acquire the
subject more effectively.
Visually impaired students also like playing games. However, the lecturer should
apply appropriate games that can be appropriate with their condition, for example:
whispering some vocabularies, index card, and bingo. Blind students can play
whispering games easily since they don’t have any problem in hearing, so they
could transfer information which they heard to their peers. Index card match was
also an easy game for them since they just held the paper and their peers tried to
find out their pairs. After they found their partner, then they create the sentence
with his/her partner. They also enjoyed miming games like Simon says when they
were learning parts of the body. Although sometimes they found difficulties,
however, they could enjoy the games and share their laughter with their peers.
In conclusion, the lecturer should choose appropriate media and teaching aids in
teaching students with visual impairment. The use of appropriate games also can
help students to understand the material.
+ The Oral Approach and Situational Language Teaching emphasize initially
spoken language teaching, and materials are taught orally as well before presenting
written forms. Students learn through repetition and inductively. They rely on
 23

situations and are expected to listen and repeat what the instructor says (Khalilova,
2021). The Audio-Lingual Method asks the learner to repeat patterns until
producing them spontaneously. Here, conversations provide learners with materials
and context, and through them, they can obtain proper phonetic knowledge (Mei,
2018). Total Physical Response (TPR) begins by placing primary importance on
listening comprehension and coordinating speech and physical actions
(Intarapanich, 2013). These methods argue that “learning a foreign language
mainly relies on the hearing sense” (Jedynak, 2018, p. 201). It is, in fact, the
central means that VIS uses to acquire information.

Materials
Moreover, due to shortage of accessible educational material to visually impaired
students, these students are taught English orally. This modality is not always
successful in helping them to follow and understand the flow of the learning
process [5] [4] [6]. Additionally, there is lack of a differentiated curriculum for the
education of blind students in EFL [3]. However, efforts are made in order to shape
EFL teaching and evaluation needs of special social groups in the multilingual and
multicultural European Union. At the same time, the differentiation of instruction
and the development of special educational material are both a necessity and a
responsibility of modern education. Such educational materials support the
student's access to information and social integration. The request for Universal
Design in Education (Universal Design or Design for All) reflects the existence of
an education that provides equal learning and assessment opportunities for all
students through differentiated learning environments, tools, training materials and
supporting services. In this way, the educational practice will contribute to
removing barriers from universal access to information and knowledge, through
the appropriate variations, adaptations, customizations so as the special needs of
the students can be met [7] [8] [9] [10].
According to the Greek differentiated curricula for students with visual
impairments these students should have access to: a the written material: in Braille,
large print and audio format, b. three dimensional or haptic teaching aids, c. visual
information presented in class, d. digital teaching material and e. a variety of
assistive and computer technology equipment [3]. Additionally, Torres and Corn
[11] and Levak et. al [12] report necessary adaptations of educational materials and
 24

of the classroom environment so that visually impaired students’ performance can

be improved within a class of sighted peers.
Among the materials and technological support related to teaching EFL to
students with and without visual impairments are included: school textbooks,
extracurricular materials, felt tip pens, bookstands and sandboards, CD players,
audio recordings, the internet and general education software. Additionally,
materials and technological support adapted to meet the needs of students with
visual impairments are specialized for these students and help them to access,
recycle and obtain the taught information or function.
Teaching materials for students with visual impairments involve books in large
print (for partially sighted), books in Braille (depending on the visual acuity of the
students), Braille materials, large print materials, large print machines and
embossers, bold-lined paper, CD players, audio recordings and the digital
educational material which is especially designed to be accessible to these
students. Supporting teaching materials for these students include colored acetates,
magnifiers, telescopic aids, tactile objects, tactile construction sets and models
(three-dimensional representations), tactile maps, tactile images PIAF, tactile
images Thermoform, closed Circuit Televisions (CCTVs), tactual books, adapted
EFL materials, differentiated consolidation materials, audio books, systems
rendering text to synthetic speech, reading software, magnifying software and
software adapted for visually impaired students [5] [13].
Kouroupetroglou[14] argues that computer technology is essential for the access
of students with visual impairments to a variety of educational materials within and
outside the classroom. Computer technology for these students and their teachers
involves scanners, printers and embossers, reading software (through text-to-
speech systems), magnifying software, software for transcribing text in Braille,
closed circuit televisions (CCTVs), Braille displays, digital talking books, talking
browsers and web accessibility protocols and principles. Additionally,
communication systems between smart boards and computer technology are
necessary for the rendering of the material which is presented to the rest of the
class [14].
Presley & D'Andrea [15] also provide an overview of the assistive technology
tools, that is the wide spectrum of software and electronic devices that are designed
to enable students with visual impairments to access print and electronic
information in a variety of formats, as well as to produce written communications
and materials. The latest technological tools for the education of this student
 25

population include touch tablets with synthetic speech, which verbally describe the
material, while the student touches it [16] and modern microcomputers, that help
with the recording and the reproduction of information in an accessible format for
these students (e.g. Braille n 'Speak, BrailleLite, see Papadopoulos, 2005, pp. 80-
283, for a detailed description). Indeed, the contribution of BrailleLite particularly
to foreign language teaching has proved to be important by modern research[17].
Also, Polichronopoulou [18] makes reference to modern systems of Augmentative
and Alternative Communication (AAC) for students with visual impairments, such
as Nomad, with which the student is presented with the visual material in high
resolution.
Students with visual impairments should also be supplied with educational aids
that appeal to them (such as embossed images, magnet and other boards, haptic
material for the new vocabulary and for constructions, maps, shapes, talking
clocks, talking lenses, puzzles, mascots etc.). In addition, educational aids can also
be constructed with haptic materials of different haptic textures or with the use of
tactually discrete levels. Furthermore, apart from the audio and tactile stimuli the
need and value of providing different flavor and olfactory stimuli for students with
visual impairments is manifested. In these ways the exclusively oral and verbally
descriptive form of teaching is avoided and the experiential and multi-sensory
approach to learning is reinforced, which are two key pillars of these students’
education [19] [20] [21].
Teaching visually impaired students with the variety of new technology
instructional means necessitates training teachers in adopting them [22] [23] [24]
[25] [26] [27]. A lack of knowledge of assistive technology for students with visual
impairments [26] and their families [28] [27] [29] is also highlighted, which leads
to the restriction of the educational choices and to the fragmentary nature of the
educational use of technological tools.
+ materialga qoshimcha Today foreign language teaching is greatly based on
vision. The meanings are often transmitted visually, using pictures, maps, and
diagrams which are inaccessible to the visually impaired students. One solution is
to prepare differentiated material which is though time consuming and costly. The
students who use customized sources and material lose many physical-random
learning opportunities and the chances to strengthen the incentives of the
secondary information which is contained in the original material. In addition,
students’ opportunities to choose by themselves the readings which they find
pleasurable are reduced.
 26

Yana qoshimcha
When the use of Braille has been common for more than 100 years, the
information-communication technology (ICT) for BVI learners was introduced
quite recently. ICT with such special software as screen reading and magnifying
programs, and hardware like Braille displays and scanners, is considered the most
promising way of making information accessible for BVI students. Using modern
ICT-based tools pre-requires good computer skills; therefore, it is important that
students with blindness and low-vision acquire those skills as early as possible. In
addition to that, special design is necessary to consider while adapting study
materials into electronic format. The usefulness of ICT and how it can contribute
to the learning of foreign languages is demonstrated in the case of students with
different special educational needs (Meiring and Norman 2005).

Difficulties BVI learners face during learning the language

+ There are some difficulties faced by VIS. These difficulties can be put into two
different categories: internal and external difficulties. Internal difficulties come
from the VIS themselves which relates to VIS’ sight conditions and their learning
strategies. External difficulties come from the learning environment including
difficulties from the lecturer, friends, materials and the facilities.
Internal difficulties
Internal difficulties come from the VIS themselves. There are some particular
difficulties caused by the blind students themselves in their English learning. It
relates to VIS’ sight conditions and their learning strategies.
VIS has different language skills with sighted students. The impact of visual
impairment on language skills involves listening, speaking, reading, and writing
skills. Among all language skills, listening is the most important skill to improve
for the VIS. It is because the students change their visual function to auditory
function. They can catch much information and get instruction quickly from the
lecturer or another auditory source through listening.
However, listening can also be difficult for new English learners: it could be
difficult to keep up, natural native speech can be difficult to understand, lack of
vocabulary and new learners can get trouble with sounds.
 27

External difficulties
External difficulties come from other elements instead of the students themselves.
Some elements of the learning environment also cause difficulties to the blind
students in learning English. These elements include the lecturer, friends, material
and facilities.
There are some difficulties related to the lecturer such as: the strategy that lecturer
chooses to use in their classroom sometimes affect the VIS’ motivation, the types
of activities that lecturer choose to use in their classroom sometimes negatively
affect the VIS’ participation, and lecturer’s ability to create conducive learning
environment also contributes to the successful of teaching and learning process.
There are some difficulties related to their fully sighted friends, such as they
cannot describe and explain materials, are hesitate to help VIS and make noise in
the classroom.
+ Even though visual impairment is a low-prevalence disability, it may happen
that there is a child with blindness or reduced vision in a mainstream classroom.
Providing real inclusion does not mean just physical attendance, but the primary
goal should be ensuring the student’s participation in an effective learning process.
It sounds well in words, but in reality, achieving full participation is a complicated
task influenced negatively by multiple factors.
The reasons for difficulties may be caused by students’ individual characteristics,
such as personality, psychological traits and mental abilities, which are very
variable. However, some of the factors causing special educational needs in BVI
learners are quite similar in the case of BLV. Those significant factors are related
to accessibility issues. It is a well-known fact that the ordinary learning process is
based on vision to a great extent. Mainstream study materials tend to be visual - in
addition to the printed text, there are illustrations, visual clues and effects, which
are designed to support and motivate learning. Also, the teaching methods and
activities are prevailingly based on the use of vision. In the case of reduced vision
or vision loss, such study materials and methods are not appropriate causing
special educational needs of BVI learners.
In the case of blindness, the inaccessibility of visual information and different
input of information are the main sources of difficulties. Even though visual
information is accessible to some extent in the case of low-vision, it may cause
even more problems. Therefore, in the case of BLV other senses, such as aural and
tactile, are used to compensate for the loss of vision.
 28

In the case of blindness, information is often presented in the tactile format. A

tactile reading and writing system named by its inventor Louis Braille has been in
use since 1829 when the first book in Braille was published. Even though the
technical devices for producing texts in Braille have changed remarkably, the
essence of Braille – combinations of embossed dots, has not changed.
Due to the specific way of information input in Braille, there are important aspects
which should be considered. Texts in Braille can be read only letter-by-letter and,
therefore, the input of information is sequential – so called linear input. It also
means that any information should be presented in a linear way and that makes
converting/translating ordinary texts into Braille challenging. For example, the
layout of foreign language textbooks is often complicated and is overloaded with
such elements of design as texts in columns, boxes and pictures. That is one of the
reasons why adaptation of those books is a challenging task demanding knowledge
of Braille input as well as of the language for presenting the information in an
accessible and logical way.
The need for the special kind of adaptations is easily understandable in the case
of Braille, but it is also necessary in the case of adapted study materials for low-
vision learners. It has been highlighted by Castellano (2005) that there is no
significant difference in the input text format between students with blindness and
low-vision. The reason is that low-vision students who use strong magnification
can access texts in a similar sequential or linear way and it is impossible for both
blind and low-vision readers to grasp a text in a holistic and structural way like
people with normal sight do. In the following part, studies looking into Braille
users will be discussed, but considering the above-mentioned statement, the same
aspects could be essential in the case of severe low-vision as well.
The sequential character of reading influences the information input in several
ways. In addition to the need to present information in a unidirectional flow, it also
means that it is not so easy to go back to the previous parts of the information.
Therefore, the working and short-term memory may be easily overloaded during
the reading process. In addition, the sequential input only by very small chunks in
the case of blind and low-vision learners makes reading activities much more time-
consuming and, therefore, also more exhausting in comparison with performing
reading tasks by sighted persons.
Anneli Veispak (2012) presents her data on the reading speed of Braille readers
compared with readers without vision problems based on three surveys, including
one conducted among Estonian students. Her results show that Braille readers
 29

completed their different reading tasks significantly more slowly (about three
times) than their sighted counterparts. Though the data were gathered about
blind /students reading in their mother tongue, there is no doubt that reading in a
foreign language is as much or even more time consuming. Therefore, it could be
argued that the data serve as proof for the need for additional time in foreign
language learning/teaching/testing process.
The deficiency of visual input is often compensated for by enhanced aural input.
For example, reading tasks are performed with help of personal assistants as
readers or, even more often, by using screen-reading software for making the
information audible. Due to the fact that information in the digital format is
considerably easier to access than texts in Braille, blind and visually impaired often
use the word “to read” when they actually listen to texts. Though reading and
listening are two different ways of information input, it is argued that aural input of
information is also sequential by its nature as is reading Braille (Veispak 2012).
Therefore that kind of “listening as reading” may be justified to some extent.
Qoshimcha
There are language problems that are common among children with visual
impairments. They are verbalism, echolalia, difficulty with pronouns and frequent
questioning.
Verbalism
It is common for a student to talk about people, objects, and events without having
an understanding of the concepts. This is because they haven't had the experiences
related to the topic, but have heard others talk about the said topic. Having a
vocabulary or language without understanding is called verbalism. It is the ability
to talk about a subject without the concepts or understanding related to it.

If the student isn't provided with many hands-on experiences, the student will have
difficulty understanding concepts and will not have a foundation to build upon. As
stated in Guiding Principles, provide the student with many hands-on and concrete
experiences with real objects.
Echolalia
Many students who are blind or visually impaired learn to talk by echoing or
copying phrases or sentences even if they do not understand it. They may echo
 30

what they just heard, or have delayed echolalia where they repeat language heard
earlier in association with a particular subject or event. Speech and Language
Pathologists can evaluate and determine if the student needs support and assistance
in developing their language comprehension.

Again, using concrete experiences can help a student understand language and
using a consistent schedule can help a student feel structure and organization
allowing them to anticipate the activities. Help expand on the student's language
and model language.
Excessive Questions
Many students with visual impairments ask excessive questions. which can be
inappropriate to the conversation or inappropriate within the social context.
Frequently this can be a learned way of initiating interactions or to check that the
person is still nearby. Students need to learn when it is appropriate to ask a
question, and when they need to listen for an appropriate time to ask it. Students
who ask questions for comfort and reassurance of another person's presence should
be encouraged to express their feelings directly rather than through questioning.
Sustaining Conversations
Students who are blind or visually impaired also can have difficulty sustaining
conversations. They can tend to focus on their own interests and not appear to have
an interest in others. Students may need explicit instruction in participating in
conversations. This is a skill that can be addressed by the Speech and Language
Pathologist or from the school's guidance counselor where skills can be modeled
and practiced. For suggestions refer to social interactions.
Impact of visual impairment and blindness:

 Students with visual impairment may access information in a variety of

ways, for example touch, audio, enlarged print or Braille. Braille readers
cannot skim read and may take up three times as long as other students to
read a text. Students with some vision may be larger print readers. Many
will be unable to read examination questions and handouts in standard print
or read their own handwriting when answering examination questions. They
may also be unable to take their own notes. Extra time is needed to carry
 31

out some tasks, such as locating words in a text when shifting from one
reading medium to another.
 Students with visual impairment may appear isolated in the learning
environment. The possibility for social contacts and for interaction with
other students is often limited, and this isolation or separateness may have
an impact the learning.
 Headaches often result from eyestrain. This may reduce the study time
available to these students.

2.2 Teaching techniques to BVI

Teaching Strategies
There is a range of inclusive teaching and assessment strategies that can
assist all students to learn but there are some specific strategies that are useful in
teaching students with vision impairment.
We often take for granted the amount of visual information received every day.
Many students with a vision impairment do not have a lifetime of visual
experiences to draw upon. It may be necessary to consider the amount of assumed
visual content in your subject when designing learning tasks.
 Prepare as much information as possible in electronic format - this makes it
much easier to provide materials in accessible formats and allows users with
disabilities to adapt the information to a format which is suitable for them.
 Make required book lists and course materials available early so there is
sufficient time for them to be reproduced in audio or Braille, if required.
 Indicate compulsory texts in your reading list, noting important chapters if
possible. Specifying the order of reading within a text is helpful, as it can
take many weeks to have a book reproduced into audio or Braille.
 For students with vision impairment your teaching style will need to be
‘verbal.’ Think about how to communicate information to students who
cannot see what you are doing.
 Verbalize what is written on the blackboard and on PowerPoints. Talk
through any calculations as they are made or procedures as they are
 32

conducted. Read any printed information and describe any charts or graphs
being used.
 Academic activities which take place off-campus such as industry visits,
interviews or field work may pose problems and on-campus alternatives may
need to be considered.
 Provide an individual orientation to laboratory equipment or computers to
minimize the anxiety in an unfamiliar environment.
 Consider supplementing laboratory practical, experiments or field trips, for
example by audio taping commentaries.
 Inform the student if you plan to use videos, slides, or PowerPoints, and
discuss alternative ways of presenting the necessary information.
 Reading is slower; considerable time participates in getting material taped or
Braille, provide reading lists well before the start of a course so that reading
can begin early. Consider tailoring reading lists and provide guidance to key
texts.
 Providing the student with a vision impairment with prior notice that you
plan to use a film or video in class allows him/her the option to request to
see it beforehand.
 A student may have difficulty finding his/her essay or assignment in a
pigeonhole or amongst a pile of other students' work.
 Students may not be able to read your hand-written comments. It would be
helpful if you could negotiate alternative feedback mechanisms with the
student.
 Students are usually able to access online learning materials with the use of
assistive technologies if websites follow accessible web design guidelines.
 The vision of some students may be affected by the glare from fluorescent
lights or sunlight so you may need to deal with some aspects of your
teaching environment. 
 Use tactile graphics where necessary
Qoshimchs tips
 33

 Encourage the student to use visual aids/resources that have been prescribed
(e.g. glasses, magnifiers, big-print books, etc).
 Seat the student appropriately in the classroom (e.g. in the middle towards
the front).
 Make sure lighting is suitable.
 Make efforts to eliminate the risk of glare from the desk and whiteboard.
 If possible, ensure lights are coming from behind or to the side of the
student.
 Give clear instructions as the student may misinterpret gestures and facial
expressions.
 Consider the use of enlarged print/magnified worksheets.
 The less configurations on a page the better (worksheets can be cut in strips
and stapled together to present less work at a time).
 Print materials need to be clear and dark.
 Have lined paper for assignments (the darker the lines the better).
 Nearpoint work should be limited to fifteen minutes or less. The student
should be encouraged to look away from his/her work, sharpen a pencil or
participate in another activity as this will allow the student to refocus his/her
eyes so that the student is less likely to become fatigued.
 Have students measure from their elbow to their fingers and tell them they
need never get closer to their work than that distance.
 Slanted desks may be of benefit to individual students.
 Provide contrast on any visual materials used: black and white is best.
 Avoid italic or ornate script. Remember that lower-case letters are easier to
read than capital letters because they have a greater number of ascenders and
descenders, making them more visually distinctive.
 Supplement visual material with clear verbal explanation.
 Require less copying from the board or elsewhere.
 Increase oral activities.
 34

 Use concrete material and hands-on experience whenever possible.

 Allow more time to complete tasks and provide breaks to combat fatigue.
 Do not lower expectations because the student has a visual impairment.
 Provide mobility and orientation training as students with visual impairment
experience great difficulty in acquiring skills in direction, mobility and
travel. This is particularly important at post-primary level where the student
may have to move for individual subjects.
 Arrange for other students to act as buddies and use peer tutoring. Peer-
groups should be encouraged to include and support the student.
 Use the student’s name when seeking his/her attention.
Assessment Strategies

In considering alternative forms of assessment, equal opportunity not a guaranteed

outcome, is the objective.

 Students with a vision impairment may need adjustments to assessment

tasks. Once you have a clear picture of how the disability impacts on
learning you can consider alternative assessment strategies.
 Provide extensions to assignment deadlines if extensive reading has been
set. Consider setting alternative assignments in which students can work
intensively on a few selected texts rather than having to read widely.
 Examination papers may need to be enlarged or Braille, with tactile
diagrams, maps. It may be necessary to provide heavy line paper, a scribe or
special writing implements.
 Some students may undertake examinations using a personal computer with
assistive software. Some may need other assessment adjustments such as a
reader/scribe, an oral examination, audio taped questions or large print
papers.
 It may be necessary to provide extra space for equipment and specific
personnel or a separate examination venue if the noise from equipment being
used is likely to be distracting for other students.
 35

 Provide extra time in examinations. Some students with vision impairment

will require double time for examinations so time for rest breaks will be
essential.
2.3 Methods of teaching BVI learners
Teaching methods, as it pertains to education, are the techniques and strategies
teachers use to help students succeed. Teaching methods can be classified into
three categories: instructional design (teacher- led), student-centered (learner-
directed), and collaborative/cooperative (group-oriented). Learning is a process
that can be assisted by various methods and techniques.
The teaching method is the strategy used to convey information for students to
learn, it involves careful educational evaluation and assessments in ensuring the
right knowledge is passed on to the pupils.
Learning styles are important for teachers and students alike to understand.
Teachers who understand learning styles are able to help different kinds of students
thrive in their classroom, using unique strategies, activities, and assignments to
cater to all different kinds of learners. 
The main learning styles are auditory, visual, kinesthetic or tactile, and
sometimes reading and writing. While everyone will likely use all of these learning
styles in their education, most students have a certain learning style that comes
more easily to them. Teachers can identify the different types of learning styles
their students utilize most, and then cater activities and classroom learning to help
a wide variety of students learn and grow. Ultimately, teachers want their students
to thrive in the classroom, and understanding learning styles and how to
incorporate them into a classroom is key for that success.

Ohiriga qoyaman
The best method depends on various factors and circumstances. all teaching
methods listed above depends on the institutional grade which in-turn has a direct
relationship with the mental capacity of the students or pupils being taught.
Direct Method
 36

For the direct method, all teaching is done in the target language, translations are
not allowed in class, and the focus lies heavily on speaking instead of grammar.
This makes the direct method a very student-centered strategy that has gained
popularity in recent years.

Students are supposed to learn the target language naturally and instinctively,
which is why the direct method is also called the “natural approach.” Mistakes are
corrected as they happen in class, and teachers reinforce the correct usage of the
language with praise.
Communicative language teaching (CLT)
The basis of any learning process is communication. Language and speech are
combined as means and ways of carrying out various types of speech activity in
order to interact with people.
Communicative language teaching is perhaps the most popular approach among
the methods of teaching ESL today. CLT emphasizes the students’ ability to
communicate in real-life contexts, and students learn to make requests, accept
offers, explain things, and express their feelings and preferences.
Since CLT focuses on teaching language through real-world assignments and
problem-solving, it’s less concerned with grammar accuracy and instead focuses
on fluency.
The communicative approach in teaching foreign languages, first of all, is
designed to teach freely, to navigate in a foreign language environment, and also to
be able to adequately respond in various speech situations.
The learning process in this approach is built on the basis of a communication
model. In accordance with this, training is as close as possible to real
communication. Since the problems discussed do not, as a rule, have an
unambiguous solution, the subjects discussing them - the teacher and the students -
are equal as speech partners. Therefore, the main feature of this approach is
communicativeness, which provides for the speech orientation of learning,
stimulation of speech-thinking activity, ensuring individualization, taking into
account the functionality of speech, creating situational learning, observing the
principle of novelty and unconventional organization of the educational process.
 37

The parameters of communicative communication are realized in the

communicative behavior of the teacher, the active behavior of the student, in the
subjects of discussion, the situation of communication, the use of speech means.
Situations can be real, conditional, imaginary, fabulous, but they must correspond
to the topic, purpose and objectives of the lesson, age and psychological
characteristics of students. With a communicative approach, the leading criterion
for the success of an act of communication from the position of the speaker and
listener should be the achievement of the goal of communication.
As a result of learning a foreign language with the help of CLT, students will
form ideas about the role and significance of a foreign language in the life of a
modern person and a multicultural world. Students will gain experience in using a
foreign language as a means of intercultural communication, as a new tool for
understanding the world and culture of other peoples, and realize the personal
meaning of mastering a foreign language.
Total Physical Response Method
TPR (Total Physical Response), or the method of total physical response, was
developed by the American psychologist J. Asher, 1977.
It became popular in the 1970s. The scientist decided to help learners of a
second language, like a foreign one, do it as efficiently and painlessly as possible.
It is based on the theory of two hemispheres of the brain, where the left side is
responsible for logic and consciousness, and the right side for intuition and the
subconscious. By studying the language by traditional methods, we put the
acquired knowledge into the left hemisphere (memorization, repetition). If we use
the TPR method, new knowledge stays in the right hemisphere and, as a result,
stays with us forever.
Learning according to this method is compared with the development of our
native language in childhood and is called the principle of the natural sequence of
language acquisition. Initially, the child “listens to” the language, he is not forced
to speak, then he begins to understand what they want from him, what words are
associated with what objects, he receives light commands from his parents. And
only when he is internally ready, he begins to speak himself. That is, in order to
speak, you need to listen a lot initially. Next, the child is taught to read, and then
write letters, words. And only at school does the grammar of the language begin.
All stages of mastering the native language are sustained in the TPR method. Only
with the amendment that they do not study grammar.
 38

Compared to traditional methods, the TPR method lacks: alphabet,

transcription, translation, rules. The method does not require translation, since each
word is included in a network that connects it with other words, it is easier to learn
a word in context and immediately know its specific use. The translation of the
word does not perform this function. This method does not learn rules. The study
of the rules leads to the acquisition of the language through the left hemisphere,
which is contrary to this method. Over time, the student begins to “feel the
language” and it will be unnatural for him to say something wrong (by analogy
with his native language, we don’t always know the rule, but we speak correctly).
Classes can be held both in groups and individually. In the first lessons, the
teacher introduces a certain number of commands, starting with verbs, and then
connecting nouns. Initially, only those objects that surround students in the
classroom are used.
The scheme for entering a new word is made exclusively through the
command:
• The teacher says the command and performs the action together with the students
(several times).
• Next, the teacher voices the command, and the students are already doing actions
on their own (without saying the command aloud) (several times).
• The teacher addresses each student individually, offering to execute a certain
command.
There can be quite a lot of such commands during one lesson. At the end of the
lesson there is a global repetition. After all the subjects in the class are mastered,
the use of pictures, abstract concepts (through role-playing games) begins, then
they study whole stories, basing the vocabulary on tenses. Only after about 20
hours of classes, students begin to pronounce words aloud, give commands to each
other.
In the classroom, the teacher plays the role of a parent. It starts with a word
('jump') or a phrase ('look at the board') and shows the action. Then the teacher
says the command, and the students perform the actions. By repeating this a
number of times, you can expand the task by asking students to repeat words while
performing actions. When students feel confident in using words or phrases, they
can be asked to command each other or the entire class.
 39

Efficiency is increased if students stand around the teacher and have the
opportunity to walk and move freely while performing an action.
TPR can be used to teach and practice many things:
• Vocabulary related to movements (smile, chop, headache, wriggle)
• Tenses and aspects of verbs (Every morning I clean my teeth, I make my bed, I
eat breakfast)
• Class expressions (Open your books)
• Commands (Stand up, close you eyes)
• Stories
Audio Lingual Method
Let us turn to the methodological principles put forward by C. Freese and R. Lado.
American structuralist linguist Charles Fries (Fries, 1887 - 1967) and
methodologist Robert Lado (Lado) are the authors of theoretical works and English
textbooks for foreigners. The main principles of the Frieze-Lado method are as
follows: the study of a foreign language is inextricably linked with the penetration
into the culture of its people, since they are inseparable. Penetration into the culture
of the people has not only educational, but purely practical significance.
Regardless of the ultimate goal, the basis of learning is oral speech. Since learning
to read and write is different from learning to speak, they should not be mixed. The
method of Ch. Freese, R. Lado is limited to only one aspect - oral speech; reading
and writing are not developed in it.
According to Gez N.I. and Frolova G.M. the essence of the method is that the
language is treated as a "behavior" that should be taught. In accordance with this
method, the language should be presented in the form of units, small in volume and
graded in difficulty, structures that students master by repeating, substituting,
transforming, etc. The role of the teacher is to ensure that the units being studied
are consolidated in the classroom and Houses. The teacher must correct all errors
in order to prevent their repetition in the future and ensure the correctness of
speech.
Teaching a foreign language in accordance with the audiolingual method is
based on the following principles:
• Formation of skills of shaping and use of various
 40

language structures by mechanical repetition and memorization of "correct

behavior". Students memorize patterns, dialogues, texts, etc., and then transfer
them to other speech conditions.
• Preference is given to speaking over writing, using the principle of speaking
ahead, when students first study
linguistic phenomena in oral speech, and then train in their use in written speech.
Oral speech is considered as the basis on the basis of which the mastery of written
speech is carried out. The following order of mastering the types of speech activity
is proposed: listening, speaking, reading, writing.
• The basis of learning is not the analysis of the phenomena of the language and its
system, but speech practice, which is understood as the performance of actions by
analogy. Grammar is taught inductively the material of strictly selected structures -
sample sentences, the rules are not explained. Drill, transformation and substitution
exercises of a linguistic nature are widely used. They are performed according to
the model, based on a model or table, often in chorus after the teacher or announcer
(when using a tape recording), which is reflected in the name of the method.
Thus, thanks to the systematic training of the ear, the skill of listening
develops. It is very important when teaching listening to listen to the material
without relying on the text, without prior reading; otherwise, the listening skill
develops poorly, since the student already knows what he will hear.
Thus, the development of foreign speech occurs naturally, as close as possible
to the process of language acquisition by a child. Indeed, in childhood, we first
heard words and sentences without understanding them. Then we began to
understand what we heard, associating the sound shell of speech with a specific
meaning. And only then we do independently, consciously build our own
statements.
Tactile Learning Method

The tactile method can be helpful for many students, especially students with
visual disabilities. Students who are visually impaired rely heavily on what they
can tangibly touch and hear to learn. Students who have visual disabilities need to
be able to physically interact with objects because touching is their sense of seeing.
It is crucial for children at a young age to be exposed to tactual learning to be
prepared for school. Parents of visually impaired children can start helping their
 41

children learn at home by allowing them to build towers with blocks, play with
play dough, and having them hold different toys with various textures.
These simple activities produce much growth in fine motor skills that are important
for children to attain before going to school (Cleveland, 2009). 
Touching and feeling objects at a young age also generates mental images of
certain objects, emotions, and experiences which is critical before educating in
school. For teachers educating young visually impaired students, there are several
ways to incorporate tactile teaching and activities in the classroom. Reading books
that have textured felt or shiny mirrors in them are a good way to introduce tactile
learning to children, as the teacher reads allowed the student learns from feeling
the object that is read to them. Research has found that when tactile input is
combined with an activity that has a specific purpose (like reading) it can enhance
learning (Cleveland, 2009).
Another example of a tactile learning activity is a matching game with objects
that have different textures in which the students must identify what the objects
feel like and what they are and match them to the pair of that object. This activity
will allow the child to store images and memories in their mind of what the
textures felt like. Other techniques that can be implemented in the classroom for
young blind students is hand-over-hand guidance and hand-under-hand guidance
(Chen, 2001). Both of these techniques involve the student and teacher moving
their hands together over an object to discover characteristics of the object they are
touching. This allows the student to explore the object from their personal
perspective but with the comfort of the teacher aiding in their discovery. The hand-
over-hand and hand-under-hand technique is great to use for younger children to
develop their minds about the classroom environment they are in and their
surroundings (Chen, 2001).
For teachers who are educating older visually impaired students, incorporating
various textured objects into lessons ad projects is largely important. As students
get older, they will learn Braille, which is important for their communications
skills however, that should only be one part of their tactile learning in class.
Teachers must be creative in adapting normally non-tactile objects and make them
into a tactile learning object. For example, one adaptation that teachers can use in
the classroom is placing a clear, textured protector over an iPad screen. Whenever
the students swipe their fingers over the iPad, they can feel what they are writing
with their fingers. This would help students in class as they can learn to write and
spell words and visualize what they look like. Other applications could be
 42

downloaded onto the iPad as well so students could learn what geometric figures
look like or even to draw what a DNA molecule looks like.
Students whose secondary language is English are also well-suited to learn
tactually. Students can face great challenges in the classroom due to language
barriers which could prevent them from learning and interacting with classmates.
A study was done on five different ethnic groups whose second language was
English and the study found that all five ethnic groups showed a preference for
tactile learning (Park, 2002). Tactile learning allows for students to be actively
involved in learning even if their English vocabulary is small because they learn by
watching classmates and doing by themselves. This type of learning method also
places little stress on ESL students because they do not feel frustrated trying to
speak or trying to understand a teacher speaking to the class. 
Tactile learning allows ESL students to feel enabled by giving them activities
they can do and teach themselves. A study was published in Elsevier, an online
academic journal that publishes scholarly articles with scientific findings, that
found that tactile and visual interactive learning was largely important for ESL
students (Coyle, 2010). The research did a study on a teacher using an interactive
whiteboard (similar to a smart board) to teach a literacy and numeracy lesson to a
classroom of both native and non-native English-speaking students. The study
confirmed that the tactile learning through the interactive whiteboard lesson helped
ESL students learn through visual, auditory and tactile learning combined. The
non-native English-speaking students who were called upon to answer math
questions on the interactive board were able to see abstract math problems visually
represented and able to interact with it. Also, the ESL students watched as native
English-speaking students demonstrated how to do problems on the board, further
enhancing their understanding and knowledge. Finally, the students would be able
to audibly listen to the teacher explain how to solve certain problems.
Lastly, "Interactive software programs can help to focus children’s attention on
the lesson content, allowing them to visualize the processes involved in solving on
screen tasks, making their errors more easily identifiable and promoting the
sharing of knowledge through listening and talking. When this occurs in a second
language learning context, the potential of the IWB (interactive white board) for
supporting comprehension and promoting output is even more important" (Coyle,
2010). From this study it is clear that students whose second language is English
benefit greatly from tactile learning and that being able to interact with different
devices in the classroom is a safe and excellent way to enhance learning.
 43

Conclusion Second Chapter

An effective method of teaching a foreign language remains the communicative
approach, which, as its name implies, is aimed at the practice of communication.
This method is designed, first of all, to remove the fear of communication. A
person armed with a standard set of grammatical structures and a vocabulary of
600-1000 words can easily understand a resident of another country. This method
is focused on the development of not only language knowledge, but also the
creativity and general outlook of students. The language is very closely intertwined
with the cultural characteristics of the country; therefore, the study of the language
certainly includes the regional aspect.
The communicative technique involves the maximum immersion of the student
in the language process, which is achieved by reducing the student's appeal to his
native language to a minimum. The main goal of this technique is to teach the
student to speak the language fluently first, and then to think in it. The
communicative teaching method has many advantages:
• Only in the communicative method of teaching foreign languages do we find the
main features of the activity type of learning, the peculiarity of which is that, in its
purpose and in its essence, it is connected primarily with a separate type of speech
activity, so we meet its widespread use when we are talking about learning to
listen, translate, etc.
• The modern communicative method is a harmonious combination of many ways
of teaching foreign languages, being probably at the top of the evolutionary
pyramid of various educational methods.
• The use of the communicative teaching method removes the language barrier.
• Grammar is mastered in the process of communication in the language: the
student first memorizes words, expressions, language formulas, and only then
begins to understand what they are in a grammatical sense. The goal is to teach the
student to speak a foreign language not only fluently, but also correctly.
• The Internet, TV programs, newspapers, magazines, etc. can also be used in the
learning process.
 44

All this contributes to the awakening of schoolchildren's interest in Paralympic

sports, in the culture and traditions of the country of the language being studied.
• The communicative method sets the exercises "with an open ending": the
students themselves do not know what their activities in the classroom will result
in, everything will depend on the reactions and answers. The situations used every
day are new. This is how students' interest in classes is maintained: after all,
everyone wants to meaningfully communicate on meaningful topics. The main
thing that is necessary for the introduction of the communicative method into the
practice of the school is the psychological preparedness of teachers, their
conviction in the need for communication, their faith in the effectiveness of this
direction.
Undoubtedly, the TPR method is quite interesting, unusual and quite effective
in learning the language of visually impaired students. But, like every method, it
has its advantages and disadvantages.
Of the advantages, one can name the fact that it is really easier to learn words
through commands, and they are remembered. The lesson itself is interesting and
fun.
Among the shortcomings: this method does not provide a tool for independent
development. By learning a language traditionally, we learn to impose the
language on a grid of rules, and then we can deal with grammar ourselves using
theory and exercises, and yet we memorize new material quite well. In my opinion,
the TPR method will not save you from errors. Without knowing the rules and not
staying in an English-speaking environment all the time, a person cannot get that
very “sense of the language”.
The method is very well applicable in the classroom or any other room or even
outdoors. Why do we use this method?
• It's fun, students love it, and brings life to the lesson. This speeds up the pace of
work and improves mood.
• This greatly improves the memorability of words and phrases.
• This is very good for kinesthetic students who need physical activity in the
classroom.
 45

• It can be used in both large and small groups. The number of students doesn't
really matter, as long as the teacher is willing to take the lead, the students will
follow.
• This works great for mixed classes of different ability levels. The physical action
conveys the meaning to the student perfectly, so all students, without exception,
are able to understand and use the language material being studied (the target
language).
• It does not require much preparation or many materials. If you know exactly what
you are practicing, it will not take much time to prepare (although it does not fit to
rehearse).
• It is very effective with teenagers and younger children.
• It is certainly a wonderful method for language learning for visually impaired
children and teenagers.
• It engages both hemispheres of the brain.
It should also be noted the small disadvantages of the TRP method:
• Students who are not accustomed to these techniques may feel embarrassed. But
this is only at the beginning. If the teacher is ready to perform all the actions
himself, then the students do not hesitate to repeat. Moreover, the student is inside
the group, he does not speak to it - this role goes only to the teacher.
• TPR is fully applicable only at the initial level of education, due to the content of
the study. However, at more advanced levels, its use is not excluded. For example,
it is great at high levels when teaching different types of walking (stumble, stagger,
tiptoe) or verbs on the topic of cooking verbs (whisk, stir, grate).
• Not everything can be taught with TPR, especially since it becomes boring when
overused. But in combination with other methods, TPR can spice up the lesson and
add an element of entertainment.
It is worth noting that the most effective method of teaching visually impaired
children is the audiolingual method. The advantage of this method is the
development of such important skills as speaking and listening. The use of the
audiolingual method, in comparison with other methods, greatly facilitates the
process of mastering a foreign language, providing consistency, clarity and
integrity in teaching practical language skills, making language proficiency
accessible at different ages.
 46

The construction of a skill occurs directly, without prior memorization of the

rules, since their “learning” before speech processing does not guarantee the
practical use of knowledge, but, on the contrary, inhibits the active use of language
structures.
This method has been successfully used in the world's best language centers and
universities in many countries for many years. The ancestor of the method is the
University of Oxford. Similar developments were carried out, and not in vain,
when the task was to prepare the appropriate "specialists" for work in foreign-
speaking countries in a shorter time than usual.
Qoshimcha info
Perception is a reflection in the human mind of integral complexes of properties
of objects and phenomena of the objective world with their direct impact at a given
moment on the senses. Unlike sensations, according to M.V. Gamezo, in the
processes of perception, an image of an integral object is formed by reflecting the
totality of its properties. So, while playing with objects (toys), a visually impaired
child tactilely and through movements gets acquainted with them (Gamezo,
1986:138).
The main channels of perception of the blind are: touch, hearing, smell, taste
and sense of space (kinesthetics).
A person who has lost his sight or has a small remnant of it is practically
deprived of the opportunity to receive non-verbal information (facial expressions,
gestures, visual control, etc.). At the same time, other (non-visual) channels for
receiving information are activated and develop in a blind person, primarily
hearing and touch. From this we can conclude that the most easily blind can
receive information converted either into an acoustic signal or into some tactile
representation (Braille, relief, vibration, thermal radiation).
The development of tactile sensations and motor skills is a prerequisite in
teaching a blind child. Studies show that the study of tactile drawings contributes
to teaching children to read Braille and perceive raised images. The bright colors
and sharp colored outlines encourage the visually impaired child to use the rest of
their vision and exercise eye-hand cooperation. And the presence of buttons, laces,
zippers in the book helps children develop fine motor skills of their hands.
 47

Along with the sense of touch in the blind and visually impaired, auditory
perception plays an important role in various activities, participating in the
compensation of blindness and visual impairment.
A blind child learns to use the sound signs of objects, the voice of his parents
for orientation, recognition and formation of images of the world around him. The
blind, using auditory perception, can not only navigate in time and space, but also
produce a kind of sound landscape of the area, close to the natural landscape. Let's
explain this idea in more detail. Hearing is an important support in the perception
of the surrounding world and in the construction of a certain social picture of the
world, sounds like the rustling of leaves and the sound of swaying trees.
Since auditory perception is one of the main ways of obtaining information and
an important means of mental development for the blind and visually impaired, the
role of listening in the learning process increases significantly. Listening is the
most important opportunity to get an education and master abstract scientific
disciplines.
An important factor in the effectiveness of both tactile and auditory perception is
attention. A person is affected simultaneously by a huge number of stimuli.
However, only those of them that are the most significant reach consciousness. The
selective, directed nature of human mental activity is the essence of attention,
which also has a number of features for the blind.
AL Ukhtomsky made an important contribution to the disclosure of the
physiological mechanisms of attention. According to his idea, excitation is
unevenly distributed over the cerebral cortex and can create foci of optimal
excitation in it, which become dominant (Ukhtomsky, 2002:36).
It is interesting to note that when perceiving information by ear, the blind should
fully concentrate on the auditory stimulus, while being in a situation of rest, not
moving in space and not performing any activity. This feature distinguishes them
from the sighted, who can, for example, walk, do homework and, at the same time,
listen to an audio lesson in a foreign language. For a blind person, this is
impossible because of the pinpoint concentration of attention. But on the other
hand, the number of repetitions of audio material for a blind person for complete
memorization is much lower than for a normally seeing one. So, for example, in
order to memorize a text in English, a sighted student needs to listen to it 7-10
times, and a blind student needs 3-5 times.
 48

Thus, it can be assumed that the attention of people with impaired vision is
directed, more fixed and focused on one stimulus, more effective than that of a
sighted person, but covering a smaller number of objects. With targeted
psychological and pedagogical influence, purposeful development of the attention
of the blind, it is possible to very effectively build the process of their education
(Solntseva, 1980:68).

CHAPTER III. ANALYSIS OF THE RESULTS OF USING BVI

TEACHING METHODS IN IMPROVING ENGLISH SKILLS

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