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Abstract:

This article reveals the history of the process of teaching English to visually impaired schoolchildren in Uzbekistan and its impact on children's social integration. It features interviews with English language teachers from schools for students with visual disabilities. English language teachers in Bukhara and Fergana region are taken as respondents. The problems of the period from the beginning of English language teaching to this category of students in Uzbekistan until now and their impact on the social integration of children are analyzed. The problems are divided into such types as psychological, pedagogic, problems related to literature, problems related to writing and reading. Especially in Uzbekistan, special attention is paid to the issue of creating and distributing literature aimed at teaching English to students with visual disabilities. Also, preparing additional materials (dictionaries, textbooks, photos, maps) and attention is also paid to the complexities associated with printing them on braille printers, in addition to textbooks and educational literature, intended for teaching students with visual disabilities. In addition, the possibilities of using information technology in teaching English to schoolchildren with visual disabilities are also considered in the interview questions. In particular, in the use of educational materials in electronic format, attention will be paid to questions aimed at determining the possibilities of Jaws and NVIDIA for personal computers, and Talkback, Voice over, Jishua, Screenreader for mobile phones. This interview questions explores the issues of creating inclusive opportunities for visually impaired students to learn English by creating a barrier-free environment. In the process of this analysis, the few existing braille non-textbook supplementary literatures are also considered. In addition, the need for special teflo educational visual teaching aids required for teaching students with visual disabilities and their current level of provision are also studied. Through the analysis of these problems, an attempt is made to determine the reasons why students with visual disabilities do not get high marks in the tests of assessment systems aimed at determining the level of language knowledge, and at the stage of higher education, they are not able to actively participate in international academic mobility.