Pedagogical Mediation for Visually Impaired Students

This case study began in the first semester of 2013 as part of an integrated English course offered at a public university in Costa Rica. Data were collected at three intervals—2013, 2019, and 2020—to explore the experiences of several professors who taught visually impaired or blind students. The research is grounded in the personal experience of one of the researchers, who had a blind student in her class. It examines the perceptions and experiences of the participating teachers, as well as the challenges they encountered over time while striving to foster an inclusive classroom environment. The implications for theory and practice are discussed, and recommendations for further research are proposed.