Challenges with creating accessible and usable learning environments for visually impaired students' language education

Nowadays, more educational institutions in countries worldwide move towards inclusive education that ensures visually impaired students equal opportunities with their sighted peers 'for success in mastery of course material... without compromising the content, quality or level of instruction' (Optimizing, 2014, p.3) [1]; the Sultanate of Oman is no exception. This paper reports the findings of a study that sought to examine the specific challenges teachers in Oman face with creating accessible and usable learning environment for visually impaired students taking English language courses at tertiary education level. Data was collected during a one semester period at the Centre for Preparatory Studies at Sultan Qaboos University using face-to-face interviews with language teachers. The researchers looked into the teachers' views on challenging aspects related to technological and pedagogical support given to visually impaired students for them to meet learning outcomes and standards of competency in English, and successfully integrate into the mainstream English language programs. The study revealed that in-service targeted professional development aimed at teacher training in using assistive technologies and developing accessible teaching materials and curricula can have a significant positive impact on constructing effective language learning environment specific for visually impaired students and beneficial for facilitating their learning experience.