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Language Therapy Space

Teaching English as a Foreign Language to the Visually Impaired


Beata Wyszyńska

Language can be seen as a therapeutic tool to the visually impaired. The author explores the psycho-linguistic therapy «Touching the World» which is rooted within two areas. The mental one pivots on emotional openness and balance, gained through the sandtray therapy, controlled breathing practice, the Brain Linkage Method, and the edu-kinaesthetic area. The linguistic layer offers a two-pathed differentiation. Lexical and grammar fields are taught through the Re-charged Direct Method, enriched with sand and water experiments, based on tactile-audible perception. The author’s suggestions to explore language as a therapy tool show how deeply the possibilities and discoveries are hidden in a language teaching-learning process.

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Chapter One: Visual impairments – physical, psychological and didactic consequences


1.0. Introductory remarks

This chapter presents and explains some of the main terms and concepts that are employed throughout this thesis. In chapter one special attention is paid to visual impairment that entails the loss of physical, emotional, and mental control, as this is regarded as one of the most distressing by-products of the crisis and conflict of “self”. The consequences of the disability are seen through the expressions of pejorative emotions – psychological blockers – which students undergo.

The chapter presents classifications of visual impairments with special attention given to the sensory compensation aspect, correlated with the kinaesthetic deficit. I herein clearly indicate the physical obstacles to communicative approach achievements that accompany the teaching-learning process directed to visually impaired students. I have found the issue of special didactic devices to be crucial in this dissertation.

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