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Title Literacy Skills of Visually Challenged ESL Learners in ‘Inclusive’ Education Systems: A Phenomenological Study of NUML

Author(s) Zuha Talat

Abstract This research aims at exploring the lived experiences of visually challenged ESL learners in an inclusive education system. The study investigates the challenges experienced by the learners, reasons behind the problems and modifications required to solve the problems. The qualitative study employs hermeneutic phenomenology utilizing in-depth interviews and classroom observations as research methods. The sample selected for the interviews comprises 10 participants driven from English Department NUML underpinning purposive sampling technique. The inclusion criterion, set for the participants’ selection, targets the ESL learners experiencing visual impairment who face challenges in reading and writing tasks. 6 classes undertaken for observation are strategically selected adhering to the protocols of purposive sampling technique to collect pertinent data. The research has dual theoretical framework incorporating the framework of Social Model of Disability proposed by Oliver (2013) to examine societal factors creating disability and Socio-Educational Model presented by Gardner (2010) to assess the students’ instrumental motivation for achieving academic success, allowing the study to analyze both external and internal determinants shaping the academic experiences that impact their literacy skills. The framework used for analyzing the data is of Braun and Clark (2006) that is carried out by drawing out themes and subthemes from the data. The findings suggest that the students experience difficulties in practicing their literacy skills due to pedagogical shortcomings, inaccessible study materials, and examination barriers. The practices, dominant in the system, are majority oriented that marginalize the students with different needs. The students despite these barriers continue their studies using their individualized coping mechanisms to deal with the barriers existing in the environment, highlighting their motivation to progress in their academic career. To make the institutions truly inclusive, teachers’ training programs, accessible study materials, flexible examination system, skilled-based sessions for the visually challenged students, and awareness programs for the sighted students are required. Students’ medical (type of blindness) and academic (mainstream or special education) histories should guide modifications in methods, resources, and exam protocols.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2025-07-31

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