CHALLENGES AND SOLUTIONS IN TEACHING ENGLISH TO VISUALLY IMPAIRED HIGH SCHOOL STUDENTS

Abstract

The article examines the challenges of teaching English to visually impaired schoolchildren in inclusive and specialized secondary education in Russia. The study responds to the growing demand for effective inclusive practices and the shortage of English materials adapted for learners with visual impairments. Its novelty lies in combining a needs analysis of visually impaired students (VIS) with a review of the Braille version of the current English textbook, which revealed a mismatch between textbook tasks and learners’ actual needs. The research draws on a questionnaire of 40 students in grades 8–12 at a specialized boarding school in Moscow and a content analysis of teaching materials. On this basis, a modified lesson plan is designed, trialed in practice, and evaluated through a follow-up questionnaire. The results show that timely task adjustment, compensation for visual content, and a balanced redistribution of classroom and homework assignments significantly reduce the time loss and stress typical for VIS. The authors offer practical recommendations for English teachers in inclusive and specialized schools and for pre-service and in-service teacher training programs.