Introduction: This article aims to identify cognitive-affective strategies that enhance English speaking skill in students with visual impairment. A comprehensive literature review was conducted using academic platforms and indexed journals such as Scielo, Latindex, and Redalyc to support the study variables. Methodology: The research was applied and qualitative in nature. Expert-validated instruments were used: a classroom observation guide and structured interviews conducted with one teacher and one student from the “9 de Octubre” High School in Machala. Results: The teacher achieved a general average of 2.25 in inclusive classroom observation, based on four descriptors and sixteen analyzed items. Interviews confirmed the use of cognitive-affective strategies, although traditional teaching methods still prevail. Discussion: The implementation of cognitive-affective strategies is empirical and partially effective. The teacher combines cognitive and emotional elements, but the native language is predominantly used in pedagogical activities. Strengths include a positive emotional classroom environment and participant engagement. Limitations involve the lack of formal recognition of strategies, anxiety with new topics, limited resources, and accessibility challenges. Conclusions: Cognitive-affective strategies have a partial impact on the development of English speaking skill. Future research should consider larger samples, comparisons between cities, and social strategies that promote collaboration between students with and without visual impairments.