Accessibilities and Challenges in Curriculum and Instructional Activities for Students with Visually Impairments in Gilgit Baltistan

The study aims to find the challenges and accessibility of curriculum and instructional activities of visually impaired students in Gilgit Baltistan. It adopted the qualitative approach and included the teachers of students with visual impairments from the Public Special Education Complex. Purposive sampling was used where six teachers were chosen from separate classes. Qualitative data was analyzed using thematic analysis. The major challenges were accessing materials, teaching Braille, and catering to the multiple learning needs of the students. However, the determination of teachers showed a high sense in changing the teaching practices so that the students who had visual impairment access the curriculum. It was found that the use of multi-sensory approaches that incorporate, for instance, the use of auditory, tactile, and kinesthetic features in a lesson to enhance learning can help in tackling the challenges which could be achieved through assistive technologies, hands-on activities, and interactive learning materials.