Exploring teaching learning barriers, supports, targets, and needs in developing English multisensory media: A case study of Malangnese visually impaired students

It is critical to comprehend and accommodate the English performance of visually impaired students (VIS), due to the variation of distinctive language learning factors, needs, and targets of each Malangnese VIS. This case study research explores teaching learning (TL) barriers, supports, learning targets, and needs in order to help develop media for long-term achievements. The study involved four teachers and one VIS at three special schools, the so-called Sekolah Luar Biasa A (SLB A) in Malang, Indonesia. Data were garnered through interviews and analyzed thematically. Results show that the inequality in English teaching, inadequate Braille sources, English chapters, and meeting reduction, as well as diverse VIS English competence, have impeded the overall TL process. On the other hand, classroom management, teacher and VIS Braille mastery, learning techniques, and English recognition have simultaneously backed up most of the inadequacy. The primary learning needs are providing ample Braille English sources, constructing daily life-based English themes and diverse learning materials for VIS at beginner and intermediate levels. This research aims to raise awareness and encourage collaboration among English educational parties and the stakeholders of SLB A in regenerating English TL experiences.