Problems and prospects of developing spelling skills in schoolchildren with visual impairments in Uzbekistan

Abstract

This article addresses issues concerning the development of accurate word pronunciation skills in English among students with visual impairments in Uzbekistan. The challenges include a scarcity of Braille literature, discrepancies in word writing and pronunciation between Uzbek and English, confusion stemming from similarities and differences in the Braille-based English alphabet and the Latin-script Uzbek alphabet, as well as a lack of educational materials and the production of essential and supplementary educational literature. The complexities associated with these issues are examined, with particular focus on psychological obstacles faced by students in the same demographic when learning English. Additionally, practical recommendations for enhancing this field will be formulated based on empirical research findings. Special attention is also given to the needs of consumers requiring educational materials for this demographic, adherence to academic standards, and the promotion of a conducive learning environment for students with visual impairments studying English.In addition, the issue of ensuring communication between schoolchildren with visual disabilities and their teachers, as well as assistants aiding in lesson preparation for the same group of students, in creating child-specific dictionaries and educational literature, is being addressed. There is also a need to coordinate the efforts of both state and non-state organizations on international and local levels to support the development of dictionaries and educational materials for teaching English to visually impaired students in Uzbekistan, along with establishing a system for delivering them and the necessary educational equipment