Inclusive Education was systematically introduced to Sri Lankan classrooms in 2003 and it enabled the inclusion of visually impaired learners in mainstream classes. Thus, it is essential to address the needs of learners with disabilities of all levels to allow them to study alongside the learners without disabilities, in language learning classrooms. The Universal Design for Learning is a set of principles that helps design curriculums in which every individual learner involved can benefit. This study aims to provide visually impaired learners of the University of Kelaniya with an opportunity to voice their needs when making adjustments to the English for Humanities course curriculum. The study follows a transformative-exploratory research design to identify, explain and analyse the data. The needs of the tertiary level visually impaired learners were gathered through needs analysis, which was conducted via both questionnaires and interviews. Seven visually impaired learners, two English as a Second Language teachers of the visually impaired learners and an expert in the field of education for visually impaired learners were interviewed to gather the data for the study. SPSS software and the thematic analysis method were used to analyse the data. The study was able to distinguish the needs of visually impaired learners in lessons, activities, learning materials, assignment methods and technology usage in the English as a Second Language classroom. Additionally, the study will demonstrate how the needs of visually impaired learners should be an integral part when designing a curriculum according to the Universal Design for Learning.