Naufal Rangkuti, Sudarsono Muhammad Ihrom, Sri Setyarini, Dianty Rakhmafithry
This study explores how recount text innovations and assistive technologies, aligned with the Emancipated Curriculum, address educational exclusion among visually impaired learners in English as a Foreign Language (EFL) classrooms in Indonesia. Using a qualitative descriptive approach, data were gathered through lesson plan analyses, video observations, and semi-structured interviews with one teacher and five students at an inclusive secondary school. Findings indicate that multimodal resources–such as Braille materials, tactile timelines, and audio-enhanced recount texts–significantly enhance learners’ linguistic development, engagement, and social participation. Adaptive teaching strategies, including guided discussions and personalised scaffolding, further support inclusive learning environments. However, systemic barriers, including limited teacher training, resource shortages, and technological challenges, persist, particularly in underfunded schools. Despite these limitations, the study contributes to inclusive education theory and practice by demonstrating how tailored recount text activities can operationalise flexible curriculum principles. Practical recommendations include targeted teacher training and policy-driven investments in assistive technologies to bridge systemic gaps and empower visually impaired learners toward equitable educational opportunities. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Department of English Education, Universitas Pendidikan Indonesia (UPI), West Java, Bandung, Indonesia
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