Role of English Teachers in Inclusive Practices for Visually Impaired Students A Narrative Enquiry

Authors

  • Ankita Dhungana
  • Laxman Gnawali

DOI:

https://doi.org/10.3126/nelta.v30i1.87813

Keywords:

Inclusive education, Visually impaired, Role of teachers, English language teaching

Abstract

This study aimed at examining the role of English teachers in supporting inclusive education for visually impaired (VI) learners in English Language Teaching (ELT). It adopted narrative inquiry as a research method and Lev Vygotsky’s social constructivist theory (1978) to investigate how teachers modify lesson plans, materials, and classroom settings to address the cognitive and affective needs of year (class) VI learners. Three themes emerged from the data obtained from the interviews, reflective journals, and classroom observations, namely, assistive technologies, emotional well-being and working with peers, and instruction of adaptive techniques. The findings suggest that faculty development, resource availability, and policies support creating inclusive classrooms for visually impaired students for their academic and emotional growth.

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Author Biography

Ankita Dhungana

Ankita Dhungana is an MPhil scholar at Kathmandu University, School of Education. She serves as the Vice-Principal at Heritage English Boarding School, Tikathali, Lalitpur. Her research interests include inclusive education, mixed-ability classrooms, and teacher wellbeing

Laxman Gnawali, PhD, is currently working in the Department of Language Education at Kathmandu University School of Education and associated at NELTA as its President. Professor Gnawali has worked in English language Education for the professional development of ELT teachers, mentoring, emphasizing on refl ective practices and teaching language innovative language pedagogy among English teachers. 

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Published

2025-12-31

How to Cite

Dhungana , A., & Gnawali , L. (2025). Role of English Teachers in Inclusive Practices for Visually Impaired Students A Narrative Enquiry. Journal of NELTA, 30(1), 32–47. https://doi.org/10.3126/nelta.v30i1.87813

Issue

Vol. 30 No. 1 (2025)

Section

Articles

License

© Nepal English Language Teachers’ Association (NELTA)

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The Journal of NELTA is copyright by Nepal English Language Teachers’ Association (NELTA). Apart from citing/referencing in academic works, no part of any materials may be reproduced by any process without prior written permission from its copyright owner – NELTA. Requests and enquiries concerning reproduction and rights may be addressed to NELTA or the editorial board at neltaeditorialboard@gmail.com.