Exploring English teacher's strategies in teaching reading to visually impaired students : A case study at A Special Education Settings (SLB) in Bandung

Azka, Maryam Salmiya (2025) Exploring English teacher's strategies in teaching reading to visually impaired students : A case study at A Special Education Settings (SLB) in Bandung. Sarjana thesis, UIN SUNAN GUNUNG DJATI BANDUNG.

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Abstract

Reading was crucial since it could improve students' vocabulary, spelling, and writing. In reading, vision plays a crucial role in understanding the written content. Since human vision was a primary stimulus for language learning, especially in reading, teaching visually impaired students posed various challenges. Students with visual impairments often struggled to maximize the function of their eyes to their full potential or barely used their eyes at all. Moreover, in teaching reading to visually impaired students, the teacher needed to employ strategies that met the needs of visually impaired students. This research employed a qualitative approach with a case study design. The data collection technique was carried out through observations and interviews to gain an in-depth understanding of the strategies and challenges encountered by an 11th-grade English teacher at SLBN 1 Cileunyi. The data analysis was conducted using theories from Creswell (2012). This study revealed that several strategies were applied by the English teacher in teaching reading to visually impaired students: First, the teacher employed drill techniques and role-play reading. Second, the teacher eliminated texts that relied heavily on visual cues. Third, the teacher used assistive technology by combining auditory and tactile media. Fourth, due to their physical conditions, the teacher avoided reading long passages for extended durations. Fifth, the teacher applied an individual teaching style that was well-suited to visually impaired students' diverse needs. Sixth, the teacher modified the English reading materials for visually impaired students. The study also identified challenges in the classroom, including limited teaching time due to diverse student characteristics and varying comprehension levels, a scarcity of accessible media resources, difficulty in teaching overly abstract texts that depended on visual cues, and the students’ limited vocabulary. Overall, this study emphasized the importance of tailored instruction and support for visually impaired students to ensure their success in reading activities. Therefore, the English teacher needed to come up with strategies that integrated meaningful reading activities while ensuring their unique needs were also addressed.

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