The purpose of this study is to provide basic data for managing English curriculum
efficiently in schools for the visually impaired through analyzing teacher’s perceptions of the
contents, and teaching-learning method of English education in the perspective of teachers
for students visual impairment. To summarize the results of the investigation is as follows.
First, male teachers are more aware than female teachers of the process of English education
in schools for the visually impaired. Teachers over 40 years old are more aware, than teachers
between 31 and 40 years old, of ‘integrative competence of listening, speaking reading, and
writing’, and ‘language, vocabulary, length of sentence, and contents in curriculum’. Middle school
teacher are more aware than elementary school teachers, and teachers with more than 11 years
career are more aware than teachers less than 11 years teaching experience.
Second, male teachers are more aware than female teachers of the teaching-learning
method of English education in terms of ‘appropriate education environment development’,
and ‘teaching different level students’ in schools for visually impaired. Teachers under 30
years old have more awareness than teachers between 31 and 40 year old teachers
regarding ‘application of teaching equipment using sense’. In addition, in ‘appropriate
education environment development’, teachers with less than 5 year teaching experience
present more awareness than teachers having teaching experience from 5 years to 10 years.