- Phenomenology of Teachers' Experiences of Learning Challenges and Opportunities for Students with Visual Impairments

Articles in Press

Document Type : Research Paper

Authors

1 Department of Psychology and Counseling, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Bachelor's degree student in education of students with special needs, Farhangian University, Fatemeh Zahra Campus, Isfahan, Iran

Abstract

Background: Using multiple teaching methods for students with visual impairments to enhance their understanding of concepts can smooth their learning path. The present study aimed to phenomenologically document teachers' experiences of the challenges and opportunities for learning of students with visual impairments. This research is qualitative and its method is phenomenographic. The statistical population of this study includes 15 teachers working in special schools who were selected through purposive sampling. The data collection tool is conducting semi structured interviews with teachers to understand the challenges and learning opportunities of students with visual impairment. Qualitative data analysis of this research was conducted using thematic analysis method. An in-depth analysis of teachers' experiences led to the identification and classification of seven main categories needed for learning for students with visual impairments, including adapting books and tests, in-service training, multisensory education, use of technology, early intervention, family awareness, and communication with science and technology centers. And twelve subcategories were found for these main categories in this regard. Utilizing a multisensory approach by simultaneously stimulating various senses not only strengthens memory and conceptual understanding, but also activates alternative sensory pathways to compensate for visual limitations. This process fosters increased engagement, motivation, independence, and self-confidence.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 24 January 2026

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