A Multisensory Design-Based Educational Approach for Teaching Arabic to Visually Impaired Non-Native Speakers: A Developmental Analytical Framework

Abstract

This study aims to construct an analytical educational framework for developing Arabic language instruction for visually impaired non-native speakers, in light of inclusive education principles and multisensory instructional design. The study begins with a critical analysis of the contemporary educational landscape in Arabic programs for non-native speakers, focusing on the extent to which these programs address the cognitive and sensory needs of visually impaired learners. The study adopts a conceptual educational analysis approach, extracting the organizing principles of language learning for the blind, and analyzing curriculum design requirements, instructional content, teaching strategies, and assessment methods to ensure sensory and cognitive accessibility.

The results reveal a clear methodological gap between the language learning needs of visually impaired learners and prevailing teaching practices, which often rely on partial adaptations rather than a comprehensive reconstruction of the learning environment. The findings also indicate that the effectiveness of language acquisition for this group is directly related to the degree of integration of alternative sensory inputs, the level of assistive technology utilization, and the flexibility of instructional design.

The study proposes a comprehensive educational framework for teaching Arabic to visually impaired non-native speakers, based on reorganizing learning outcomes, reconstructing instructional content, adapting teaching strategies, and developing alternative sensory assessment systems. The study contributes to the theoretical foundations of inclusive education in the field of foreign language teaching and provides a practical model applicable in the design of specialized educational programs.