Teaching Visually Impaired Students: Challenges and Coping of EFL Teachers in a Saudi University

Abstract

Teaching English as a foreign language (EFL) to visually impaired students (VIS) in higher education presents unique pedagogical and emotional challenges. Although VIS enrollment in Saudi universities is rising, little is known about how EFL teachers navigate these demands. This qualitative, exploratory study, guided by an interpretivist paradigm, examined the experiences of three female EFL teachers at a Saudi university. It sought to understand the challenges they face and the coping mechanisms they develop in response. Data were collected through individual semi-structured interviews and a focus group discussion and were analyzed using inductive thematic analysis. Findings revealed that the participant teachers face significant and interconnected challenges spanning personal, emotional, and instructional burdens, alongside systemic barriers such as inaccessible curricula and limited institutional support. Despite these constraints, participants demonstrated resilience and adaptability, drawing on collaborative efforts to sustain practice. The analysis also revealed a persistent disconnect between institutional policy and classroom realities, suggesting the need for targeted professional development, improved resource allocation, and structural reform. The study offers practical insights into supporting EFL teachers working with VIS and contributes to the broader discourse on disability and language education.