English language teaching to students with co-occurring blindness and autism spectrum disorder: Applied multisensory methodology

Teaching English to students with co-occurring blindness and Autism requires specialized, multisensory approaches due to their unique cognitive, sensory, and social challenges. The present study, conducted during the 2024–2025 academic year, examines the effectiveness of a multisensory instructional methodology grounded in Self-Determination Theory, Herzberg’s Two-Factor Theory, Universal Design for Learning, Ecological Systems Theory, and Vygotsky’s Sociocultural Theory. The study involved a sample of 22 students attending a Special Primary School for the Blind. Using a mixed-methods research design, the factors that enhance language learning, autonomy, and educational engagement were investigated. The findings indicate that the use of tactile and auditory tools, interdisciplinary collaboration, predictable routines, parental involvement, sensory adaptations, and opportunities for social interaction significantly improve language development and social inclusion. The study concludes by proposing measures such as strengthening technological accessibility, providing targeted teacher training, developing adapted instructional materials, and implementing inclusive special education policies.