LITERACY SKILLS OF VISUALLY CHALLENGED ESL LEARNERS IN INCLUSIVE EDUCATION SYSTEMS: A PHENOMENOLOGICAL STUDY OF NUML

Abstract

This study explores the lived experiences of visually challenged ESL learners in an inclusive higher education setting in Pakistan. Using a qualitative hermeneutic phenomenological approach, data were collected through in-depth interviews with ten visually challenged students from the English Department at NUML and classroom observations of six selected classes. Guided by Oliver’s (2013) Social Model of Disability and Gardner’s (2010) Socio-Educational Model, the study examines the environmental and motivational factors influencing learners’ literacy development. Data were analyzed using Braun and Clarke’s (2006) thematic analysis framework. The findings reveal that inaccessible study materials, examination barriers, and pedagogical shortcomings significantly hinder the development and practice of literacy skills. Despite these challenges, participants demonstrated resilience and strong motivation by adopting various coping strategies to achieve their academic goals. The study highlights the need for accessible learning resources, inclusive teaching practices, flexible assessment procedures, and teacher training programs to create a more equitable educational environment for visually challenged ESL learners.