EFL TEXTBOOKS FOR BLIND AND VISUALLY IMPAIRED PUPILS IN UZBEKISTAN: A UNIVERSAL DESIGN FOR LEARNING APPROACH
Abstract
Learning English can be challenging for blind and visually impaired (BVI) pupils because conventional textbooks rely heavily on visual elements, including pictures, colours, and page layouts. This reliance limits BVI learners’ access to both the materials and the content conveyed through them. This study examined the potential of redesigning EFL materials according to the principles of Universal Design for Learning (UDL). The study was conducted at School-Boarding School No. 77 “Nurli Maskan” in Tashkent, where English is taught using the Grade 5 coursebook Guess What!. Three units of the coursebook were redesigned in accordance with UDL principles. In addition to existing braille materials, the adapted resources included audio materials, tactile aids, and screen-reader-compatible digital files. The study consisted of three phases. First, interviews were conducted with 15 BVI pupils and 8 English teachers to identify classroom learning barriers. Second, UDL-based instructional materials were developed. Third, a four-week pilot study was conducted with 20 fifth-grade pupils, who were divided into experimental and control groups of equal size. By the end of the pilot, the experimental group showed a mean improvement of 24.6 points, compared with 10.7 points in the control group. Pupils in the experimental group also demonstrated higher levels of classroom engagement, confidence, and satisfaction. Given the short duration of the pilot and the small sample size, these findings should be interpreted as preliminary. Nevertheless, they suggest that UDL may provide an effective framework for improving English-language learning opportunities for BVI pupils in Uzbekistan.
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