Inclusive Pedagogy for Visually Impaired Learners in Online Platforms

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Manoj Prasad

Independent Researcher

India

Abstract
Inclusive pedagogy for visually impaired learners in online platforms involves the deliberate application of instructional design principles, technology adaptations, and pedagogical strategies to ensure equitable access and meaningful engagement. As digital learning environments proliferate, learners with visual impairments confront barriers ranging from inaccessible content formats to poorly structured interfaces, which impede comprehension and participation. This expanded study synthesizes interdisciplinary research on universal design for learning (UDL), assistive technologies, and online instructional frameworks, contextualizing their relevance for visually impaired users. A survey of 200 stakeholders—comprising 100 visually impaired learners, 80 educators, and 20 instructional designers—provides empirical insights into current practices, pain points, and success factors. Quantitative analyses reveal statistically significant correlations between educator training in accessibility and learner satisfaction, as well as between the availability of integrated assistive features and perceived autonomy. Qualitative thematic analysis uncovers emergent best practices, such as multimodal content delivery, scaffolded interaction design, and community-building approaches. The study proposes a comprehensive set of guidelines, emphasizing proactive accessibility auditing, continuous professional development for educators, and institutional policy alignment with standards such as WCAG 2.1. Recommendations also include leveraging open educational resources (OER) tailored for accessible use, incorporating learner feedback loops, and investing in scalable assistive-device provisioning. By advancing a learner-centered framework grounded in evidence-based strategies, this research contributes to the theoretical and practical discourse on digital inclusion, offering a roadmap for educators, designers, and policymakers to foster robust, accessible online learning ecosystems for visually impaired students.

Keywords
Inclusive Pedagogy, Visually Impaired, Online Learning, Accessibility, Universal Design

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