غزلان،يوسفيأم الخير،حجاج2026-07-072026-07-072026https://dspace.univ-temouchent.edu.dz/handle/123456789/7236This study examines the impact of physiological and sensory obstacles (auditory, visual, articulatory, and motor) on child language learning in Algerian schools. It aims to diagnose the relationship between physiological deficits and learning difficulties, proposing pedagogical solutions to ensure equal educational opportunities. Using a descriptive-analytical approach, the research combines a theoretical framework with an empirical study of four real-life cases. Results indicate a direct correlation between sensory perception quality and literacy accuracy. Sensory obstacles do not prevent learning but force alternative pathways like "sensory compensation", while causing "listening and visual fatigue" that reduces focus. The study also highlights the crucial role of the school environment (teachers, administration, and peers) in successful inclusion. It recommends early diagnosis, teacher training, and adapting curricula and school infrastructure.otherPhysiological ObstaclesHearing ImpairmentVisual ImpairmentCongenital DeformityPhysical DisabilityLearningEducationTeacherArabic LanguageThesis