TeachingArabic to blindpupils in the threelevels of primaryeducation between reality and curriculum expectations

Abstract

The mastery of the basics of the Arabiclanguage as a tool for oral and written communication by studentsat all levelsis one of the main objectives that the Algerian education system seeks to achieve. Accordingly, ourstudyaimed to identify the reality of educating the four areas of language, namelylistening, reading, speaking and writing, to blind pupils in the three levels of education making up the primary cyclein the light of the exit profile of basic education, the global and the final competences, stipulated in the curriculum designed to educate all catégories of pupil sequally. To this end, weopted for the descriptive approach and the semi-structured interview as a researchtool, according to a Protocol. The interviews wereconductedwith06teachersas a purposivesam plein the wilaya of Constantine, during the period from 14 to 19/12/2022, to conclude: - The difficulty of achieving the primary school eaving profile for blind pupils as stipulated in the curriculum. - The failure to achieve global and final competences for all blind pupilsat the end of the first stage of primary education