Author: Jamila Al Siyabi, Victoria Tuzlukova, Khalid Al Kaabi, Asila Al Ma’awali

DOI: 10.62670/2308-7668.2026.55.1.002

Source: Issue: vol. 55 No. 1: 10 April 2026

Publisher: PE "Center of Excellence"

Document type: Research article

Abstract

Grounded in understanding an inclusive English language classroom ecosystem as one that values diversity, encourages shared experiences, and adapts teaching to meet varied needs, this study explored visually impaired students’ experiences of inclusive English language classrooms in Oman’s higher education, examining engagement, peer interaction, pedagogical strategies, and challenges. Qualitative semi-structured interviews with six visually impaired undergraduate students at Sultan Qaboos University were thematically analyzed, informed by contemporary approaches to identifying, analyzing, and interpreting patterns of meaning (themes) within data.
The results showed that students valued mainstream inclusion into the English language classroom ecosystem for social integration and language development, but faced barriers, including inaccessible materials, limited assistive technology, and inconsistent teacher support. Assistive technologies and peer collaboration were critical enablers. To optimize learning for visually impaired students, an inclusive English language classroom ecosystem must integrate accessible materials and tailored pedagogical strategies. Ongoing teacher training and institutional support should also be provided.

Key words: inclusive education, visually impaired students, English language classroom ecosystem, higher education, assistive technology

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