ENGLISH LANGUAGE LEARNING BY BLIND AND VISUALLY IMPAIRED INDIVIDUALS: THE ROLE OF ASSERTIVENESS AND SELF-ADVOCACY IN INCLUSIVE SETTINGS

Abstract

This study is based on my PhD research and it investigates the issue of self-advocacy and assertiveness by BVI learners in an inclusive settings. This qualitative, phenomenological study employs in-depth interviews as tool for data collection. The purposive sample consisted of fifteen participants, including ten BVI students and their five sighted teachers. The study employs Oliver’s (2013) Social Model of Disability to investigate both external and internal factors governing The BVI learners’ endeavors to self-advocate and assert themselves in an inclusive classroom. The collected data is transcribed and thematically analysed. This study indicates that the concerned universities fail to provide adequate, systematic self-advocacy training for students with disabilities. This failure is particularly acute for students who spend the majority or entirety of their instructional time in general education settings, where specialized curriculum delivery is often neglected. Educators and administrators do express a desire for students to self-advocate but frequently fail to provide the necessary structure and explicit support required for students to acquire this difficult skill set. The findings suggest that those students comparatively performed better who have these traits as compared with those who lacked them. The BVI students who could share their needs without any hesitation remained largely successful in their English language learning efforts. The study shows that the BVI students, despite confronting various barriers, try to get on with their studies employing their individualized coping mechanisms to overcome these obstacles.