The article examines the experiences of Czech English language teachers, who teach at least one pupil with visual impairment. The article is structured in two parts. The first part outlines the general considerations and strategies for teaching foreign lan- guage pupils with visual impairment. In the second part, an analysis of the interviews with selected teachers is presented. These interviews focus on the preparation of the teachers to teach those pupils and the support a school or other subjects provide them. The interview analysis also explores the challenges and obstacles teachers encounter both during lessons and outside the classroom. The primary objective of this study is to assess whether Czech English language teachers are adequately prepared to teach students with visual impairments and whether they receive appropriate support for doing so. A secondary aim is to identify potential obstacles faced by both teachers and students with visual impairments.

Institute of Special Education Studies Faculty of Education Olomouc Czech Republic

Literatura