The learning process of visually impaired learners is vastly different as compared to the sighted learners because they largely depend on auditory, tactile as well as kinesthetic senses in acquiring and processing information. Therefore, learning strategies based on passive and teacher-oriented teaching approaches tend not to meet the specific learning requirements of such learners. The constructivist learning theory, focuses on active learning, experiential learning and offers an appropriate pedagogical theory to improve the learning process of language by a learner with visual impairments. As a form of constructivism, music, being an acoustical and sensory medium, serves to reinforce the practices by enhancing engagement, memory and understanding.

This research objective is to examine how the music-based constructivist learning activities can be effective in the development of listening, vocabulary, and reading-related auditory comprehension skills in the visually impaired students in the foundational stage in Assam. The use of a parallel group experimental design was made. A total of 50 visually impaired learners were used as the sample, purposely sampled in Assam Andha Sishu Vidyalaya and Guwahati Blind High School. The learners were split into equal control and experimental group of learners taught by standard instructional material and systematically designed music based constructivist activities respectively.  Pre-tests, formative and post-tests were conducted by using researcher-developed tools. The data were analyzed using descriptive (mean and standard deviation) and inferential statistics (Z-test).

The results indicated that the students who were introduced to the constructivist instruction, based on music, scored significantly higher in all the options of the indicators that were chosen than the students in the conventional approach. The value of the calculation Z-value was above the critical values of the 0.05 level of significance and the 0.01 level of significance showing a statistically significant difference of the two methods of instruction.  The paper concludes that constructivist learning activities through music prove to be very effective in promoting the learning of the foundational language among the visual impaired learners. The results highlight the necessity to replace the old pattern of instruction with the auditory, experience-based, and learner-centered pedagogies to align with the principles of the inclusive education process and the National Education Policy (NEP) 2020