Creating didactic material for enhancing an inclusive EFL classroom for children with visual impairments

Abstract

This study identifies the theoretical constructs needed to design a multisensory reading booklet as a pedagogical tool that supports vocabulary acquisition in inclusive classroom settings, addressing the learning needs of both students with and without visual impairments. To this end, the study adopted a mixed-methods approach that combined quantitative performance analysis with qualitative evidence from systematic classroom observations, field notes, and rubric-based post-implementation evaluations. The researchers implemented the intervention in a fourth-grade class of 30 students through two Project-Based Learning sessions, which culminated in an authentic market basket presentation. The findings show that the material was effective, as 67% of the students achieved satisfactory-to-excellent levels of retention and recognition. In addition, the visually impaired student performed comparably to sighted peers, especially through active tactile engagement. Overall, these results highlight the potential of multisensory strategies to reduce sensory access barriers and promote equitable vocabulary development in inclusive primary EFL classrooms in Colombia.