<![CDATA[Children with visual impairment require special educational services with a multisensory approach in order to reach their learning potential optimally. This study aims to describe the implementation of learning methods, curriculum adaptation, and the challenges faced by teachers of visually impaired students. Using a qualitative observation method combined with in-depth interviews, data were collected from a homeroom teacher and a fourth-grade visually impaired student at SLB Bhakti Luhur. The results show that the teacher combines lecture and demonstration methods with tactile and audio media, since relying on a single sensory channel is not sufficient to build meaningful understanding, and that the school modifies the Kurikulum Merdeka independently due to the unavailability of specialized guidebooks. The student demonstrated good academic ability, active social interaction, and a strong interest in music, although she occasionally displayed anxious hand movements that eased with emotional support from the teacher. The study concludes that multisensory, tactile-based teaching and consistent emotional support are essential in helping visually impaired students learn effectively and build self-confidence.]]>
Copyrights © 2026
