Abstract

This study explores the educational challenges of visually impaired students and their teachers at Taramati Bafna School in Maharashtra, India. Despite advancements in inclusive education, rural areas face persistent issues like limited Braille resources, untrained educators, and stark gender disparities. Based on interviews with 61 students, 3 teachers, and a principal, the study reveals barriers in teaching complex subjects, inadequate assistive technology, and socioeconomic constraints. It emphasizes the need for early Braille exposure and innovative tools like the Talking Tactile Tablet. The research calls for targeted policy reforms, resource investment, and inclusive pedagogy to ensure equitable education for visually impaired learners in line with India's NEP 2020 and SDG 4 goals.

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