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Abstract

Inclusion in general and at the tertiary education level has a remarkable impact on general classroom teachers as the challenge of meeting the needs of a wide variety of students through inclusive practices seems like a humungous task. It is more difficult in the English language classroom as a wide variety of schemata is operative in the learning processes. The schemata and skills that the students bring to the classroom are heterogeneous and the heterogeneity is spiked inclusive practices, further spiked at the tertiary level as the students have had varied experiences at entry into the English language classroom.  The blind or visually impaired (BVI) students are a part of the inclusive system at the tertiary level in India. This paper focuses only on such BVI students for the study. Tertiary level is understood as being synonymous with terminologies such as undergraduate, college, higher education etc.

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