Bridging gaps: Socio-Emotional development and academic achievement of students with visual impairments in inclusive and segregated schools of Punjab
DOI:
https://doi.org/10.71085/sss.04.04.361Keywords:
Socio-emotional Development, Academic Achievement, Visual Impairment, Inclusive Education, Segregated Schools, Pakistan, Mixed-Methods ResearchAbstract
The researcher examines the connection between the self-concept among the visually impaired learners and their academic performance in integrated and segregated learning institutions in Punjab in Pakistan. The mixed-method design was used that included semi-structured interviews, structured questionnaires, and standardized achievement tests. Self-esteem, peer relationships and psychological well-being were key variables and objective measures of academic success that comprised grades, attendance and test results. It found that Inclusive schools could have more opportunities to use in sociocultural integration and skill usage in real-life practice; yet, they are not necessarily equipped with specialized resources that could be found at segregated schools. On the other hand, in segregated schools there can be a higher level of personalized support and specialized equipment but students can be inadvertently deprived of the larger peer community. The implication of these findings is that resilience, peer acceptance, and positive interactions with the educator are some of the key determinants of success. Policy makers, therefore, need to look at making changes in policies, teacher training programs and school curricula to minimize systemic obstacles. Overall, the current results suggest that there should be the adoption of fair practices and uniform standards to students with visual impairments
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References
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Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.
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