A SYSTEMATIC REVIEW ON QUALITY OF SCHOOL LIFE IN CHILDREN WITH VISUAL IMPAIRMENT (CWVI)

A crucial predictor of academic achievement, especially for kids with disabilities like visual impairment, is Quality of School Life (QSL). Children with visual impairments (CWVI) frequently traverse challenging educational environments that are characterised by both enduring obstacles and opportunities. In order to investigate how CWVI experience and perceive their QSL, this systematic review synthesises empirical research that was published between 2000 and 2022. Seventeen studies, representing a range of geographical and cultural contexts, satisfied the inclusion criteria. The results show that a variety of interconnected factors, such as early educational foundations, curriculum accessibility, social inclusion, teacher attitudes and practices, emotional wellbeing, and family involvement, influence QSL for CWVI. There are still large gaps in practice even with the advancement of inclusive education policies. Inaccessible learning environments, inadequate training for teachers in visual impairment, social marginalisation, and increased susceptibility to emotional distress are some of the barriers that have been identified. On the other hand, QSL is positively impacted by protective factors like early intervention, assistive technology, social skills training, supportive peer networks, and active home-school collaboration. Cross-cultural differences show how CWVI's educational experiences and results are influenced by societal attitudes, resource allocation, and policy implementation. The review emphasises that attaining truly inclusive education for CWVI necessitates consistent work at the institutional, systemic, and classroom levels in addition to policy mandates. Strengthening teacher professional development, making instructional materials more accessible, encouraging social inclusion programs, and giving culturally sensitive practices top priority are some of the recommendations. To improve the QSL of CWVI, future studies should concentrate on context-specific interventions and longitudinal designs. Teachers, legislators, and practitioners working to establish fair and encouraging learning environments for students with visual impairments can benefit greatly from the important insights this review offers.