SELF-DEFENSE TRAINING IN INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF EMPOWERMENT STRATEGIES FOR VISUALLY IMPAIRED GIRLS

This study presents a systematic review of the literature on the role of self-defense training in inclusive education, with a main emphasis on the empowerment potential for visually impaired girls. Policies related to Inclusive education have largely focused on access and inclusion, while the role and potential for safety training and personal empowerment for visually impaired students have remained neglected. Self-defense training, as an emerging life skill training modality, provides an opportunity for filling the existing knowledge gap. This study adopts a systematic review methodology to synthesize findings from 30 research articles, reports, and documents retrieved from databases such as Google Scholar, ERIC, and Scopus. The systematic review conducts an in-depth analysis of major themes, including vulnerability and safety concerns, empowerment and self-efficacy, personality development, and inclusive teaching practices. The existing literature on self-defense training for visually impaired girls reveals that self-defense training plays an important role in building confidence, independence, and self-efficacy for visually impaired girls, while also promoting their active involvement in inclusive settings (Hollander, 2016; UNESCO, 2020). In addition, the effectiveness of the “multisensory teaching approach” in adapting self-defense training for inclusive settings has also been recognized. However, the review also indicates a number of gaps that need attention, such as the lack of curriculum integration and context-specific research in the Indian education system. The study recommends the inclusion of structured self-defense training within inclusive education frameworks to support empowerment and holistic personality development.