This study, employing the CIPP evaluation model, delves into the learning experiences of visually impaired students within integrated college English classes, focusing on an in-depth analysis of critical dimensions like learning focus, classroom interest, teacher-student, and peer interactions. The findings reveal that although visually impaired students exhibit positive attitudes in certain areas, existing teaching environments and methodologies fall short in catering to their specific needs. Consequently, the study proposes a series of comprehensive improvement strategies, encompassing the development of multi-sensory learning materials, the implementation of personalized learning approaches, the establishment of a Class-Wide Peer Tutoring system, and the enhancement of professional teacher training. These strategies are designed to elevate the learning outcomes and satisfaction levels of visually impaired students, whilst simultaneously creating a more enriched and inclusive environment for all students. A principal limitation of the study is the restricted number and scope of its sample, suggesting the need for future research to be conducted on a broader basis, with a more extensive and long-term evaluation of the proposed pedagogical improvements.

Yueshanman Li. A Study on the Classroom Engagement of Visually Impaired Students Based on the CIPP Evaluation Model: A Case Study of College English Classes in an Inclusive Education Context. Frontiers in Educational Research (2023) Vol. 6, Issue 28: 62-68. https://doi.org/10.25236/FER.2023.062808.

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