Curriculum Adaptations and Teacher Preparedness for EFL Learners with Hearing and Visual Impairments (A Case Study of Georgian Universities)

Students with vision and hearing impairments face unique challenges in inclusive English as a Foreign Language (EFL) classroom, particularly in higher education, where instruction relies on visual and auditory input. The primary objective of the current paper was to explore current curriculum accommodation practices among English language teachers in Georgian universities and to emphasise the necessity of professional training to foster inclusive teaching. A structured survey was conducted to evaluate the awareness, preparedness, and implementation of inclusive strategies among 40 EFL teachers from a variety of universities. The findings indicate that most teachers lack familiarity with effective methodologies for teaching students with sensory impairments, underscoring the critical need for training in these methodologies and adapting the curriculum.