Inclusive Education for Students with Visual Impairments in Literature Class Case Study of Master II Students at the Department of English Language - University of Laghouat

Abstract

The current dissertation aims at investigating the opinions and the viewpoints related to the inclusion of students with visual impairment within literature classes, at University of Laghouat. Teachers and students welcome this method which will put an end to the suffering of students with special needs. To achieve the purpose of the study, we hypothesize that literature class may help visually impaired students in succeeding at the process of inclusion with their non-disabled peers. Based on a qualitative descriptive approach, we distribute a questionnaire for the aim of collecting data for the study; the sample randomly chosen were 10 students at the level of Master Two of English. Also, we conduct a semi-structured interview with teachers of literature in the Department of English language at the same university to know about their perceptions of inclusion in literature class. The results demonstrate positive reactions and satisfaction of students on inclusion of students with visual disability. The main findings also reveal that EFL Students welcome the inclusion and ready to help and cooperate with disabled students by sharing information, creating group works and assist them in any clarifications they need get benefited from the skills of each other’s during literature classes. Therefore, we recommend both teachers and students to respect inclusion rules and take into account the disabled students’ psychology and needs to facilitate their integration in literature classes.