Toward an Accessible ESL Model for Blind Learners: A Multisensory and Assistive Technology Conceptual Review

Blind children confront significant barriers in learning English as a second language (ESL), primarily due to the predominance of visually based educational resources and the consequent lack of equivalent non-visual pedagogical methods. This conceptual paper synthesizes current research on multisensory learning and assistive technologies to propose a robust pedagogical framework for ESL instruction for blind learners. Drawing on multisensory learning theory, universal design for learning (UDL), and principles of assistive technology (AT), this review identifies how tactile, auditory, haptic, and spatial modalities can be integrated into ESL curricula. Key challenges, best practices, and policy implications are discussed. Finally, the paper outlines recommendations for future research and teacher training, aiming to foster inclusive and effective English language education for visually impaired children.

کلیدواژه ها:

Blind children ، Multisensory learning ، Assistive technology ، English as a Second Language (ESL) ، Haptic feedback ، Universal Design for Learning (UDL)