UNLOCKING NVDA: TEACHERS’ VIEWS ON ENHANCING LISTENING SKILLS FOR VISUALLY IMPAIRED STUDENTS

Abstract

This study aims to investigate the teachers’ perceptions towards the implementation of Non-Visual Desktop Access (NVDA) in enhancing English listening skills among visually impaired students at SLB Negeri Banda Aceh, Indonesia. Visually impaired students often face unique challenges in language acquisition due to limited access to visual cues. This research seeks to address this critical issue by examining the implementation of NVDA as an assistive technology to facilitate English language learning done by teachers. The research employed a qualitative method and used semi structure interview as the instrument. Three teachers at this school were chosen as the respondents. The results show that the teachers used this tool because it has benefits. This can motivate students to learn English better, especially listening skills. NVDA is believed to be able to increase the students’ ability in mastering English, beside this tool is also free and easy to operate. The findings are expected to inform educational policies and practices to better support the language development of visually impaired individuals and, in turn, promote inclusivity and accessibility in the educational system.