REVIEW OF RELATED LITERATURE

Having good social skills enable the students to engage in social relationships, develop strong
relationship, and establish connection with their teachers and peers (Kail, 2007). The school
institution also plays an important role to provide the learning experience of the students to adapt
themselves with situations such as social activities and academic tasks alongside with their peers
(Salleh, & Zainal, 2010).

According to Bloom et al. (2007), visually-impaired students that lack social skills reduce the
chance of acquiring better interaction with their peers, thus with teachers, which may lead to poor
academic performance. However, developing good communication and cooperation skills lead to a
better chance of interpersonal relationships and school readiness.

The academic performance of visually-impaired students is highly influenced by the social

support they receive and perceive (Mbithi, 2012). Family conflicts may be an independent variable in
terms of the academic performance of visually-impaired students. For example, parents, relatives, or
grandparents may perceive them to be sighted. The family relatives may not understand their level of
visual, thus results in misunderstanding. This occurrence may lead to emotional disruption in school
affecting their academic performance.

The teachers have an important role in accommodating visually-impaired students in

considering their most effective method of learning experience (Nasiforo, 2015). The classroom
teacher should encourage awareness of the student’s work area, thus, part of learning is to advocate
assistance for visually-impaired students (Baraka, 2013). Classroom adaptations for students with
visual impairment require a level of awareness of visual functioning and learning. For example, a
teacher should make sure that the visually-impaired students are near the front of the blackboard of
the classroom. Controlling variables when presenting lessons such as lighting, visibility, contrast are
crucial in the sensitivity of the students (Mapsea, 2006).
REVIEW OF RELATED STUDIES

According to Mbithi, (2012), students with visual impairment are viewed by their peers or
classmates as an outcast. They are perceived to lack the potential of being a normal-sighted person.
Studies conducted by Sacks and Wolffe (2006); Mbithi, (2012), visual-impaired students are portrayed
with low self-esteem, moreover, being excluded in social activities. Study by Roser, Van der Wolf, and
Strobel (2001), a student experiencing psychological distress found to be interfering in attending
lessons in class. Therefore, the outcome predicted among students to have lesser attention in school.

References:

Roser. R.W. Van der Wolf, K. & Strobel. K. (2001). Engaging schools: Fostering high school students
motivation. Washington DC: National Academy of Sciences.
Retrieved from:
https://pdfs.semanticscholar.org/97f4/6c99cc5ff8b198052ef73305999936e9b934.pdf?
fbclid=IwAR3mvzJcSONjCA9_EkTITX_bbHBcoWryiR-Ww6wq0FaJbguBcso3r3DTu8s

Engelbrecht, P., Oswald, M. and Forlin, C. (2006). Promotion the implementation of inclusive
education in school in South Africa. British Journal of Special Needs Education, 33(3):121--
129.
Retrieved from:
https://pdfs.semanticscholar.org/b330/d542f8c4692b43d02a12b4580ee83e043647.pdf

Mapsea J. Allan, (2006). Teachers’ views on providing for children with special needs in inclusive
classrooms. New Guinea: University of Waikato.
Retrieved from:
https://pdfs.semanticscholar.org/6098/bcd30050476adafa40c78dce38a1f505cc80.pdf

Sacks, S. Z. & Wolffe, K. E. (2006). Teaching social skills to students with visual impairment: From
theory to practice. New York: AFB Press, American Foundation for the Blind.
Retrieved from: https://core.ac.uk/download/pdf/82657926.pdf?
fbclid=IwAR2et1VMC7VUWGPbIVq66NkiUPEAlnSKz-
qPUXPQZWHwoXVi7nPkwxLCl2o

Bloom E.L., Karagiannakis A., Toste J.R., Heath N.L., Konstantinopoulos E. (2007). Severity of
Academic Achievement and Social Skills Deficits. Canadian Journal of Education. 30,3
(2007): 911-930.
Retrieved from: https://hrcak.srce.hr/150125
Kail, R. V. (2007). Children and their development. Seventh Edition. New Jersey: Prentice-Hall.
Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042810023542

Subban, L. and Umesh, S. (2007). Demographic differences in changing pre-service teachers’

attitudes, sentiments and concerns about inclusive education. International Journal of
Inclusive Education. 13,(2) 195- 209.
Retrieved from:
https://pdfs.semanticscholar.org/b330/d542f8c4692b43d02a12b4580ee83e043647.pdf

Wu Wu-Tien . (2007). Inclusive Education in Taiwan. Journal of Chinese Education and Society, 40
(4) 76-96.
Retrieved from:
https://pdfs.semanticscholar.org/b330/d542f8c4692b43d02a12b4580ee83e043647.pdf

Purdue, K. (2009). Supporting inclusion in early childhood settings some possibilities and problems
for teacher education. International Journal of Inclusive Education, 13(8): 805-815.
Retrieved from:
https://pdfs.semanticscholar.org/b330/d542f8c4692b43d02a12b4580ee83e043647.pdf

Salleh, N. M., & Zainal, K. (2010). How and why the visually impaired students socially behave the
way they do.Procedia-social and behavioral sciences,9, 859-863.
Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042810023542

Mbithi, A. N. (2012). SOCIAL AND ACADEMIC EXPERIENCES OF PUPILS WITH LOW

VISION IN INTEGRATED PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA.
Retrieved from:
https://pdfs.semanticscholar.org/97f4/6c99cc5ff8b198052ef73305999936e9b934.pdf?
fbclid=IwAR3mvzJcSONjCA9_EkTITX_bbHBcoWryiR-Ww6wq0FaJbguBcso3r3DTu8s

Baraka, M. M. (2013). Teaching Students with Visual Impairments in inclusive classrooms. Norway:
University of OSLO.
Retrieved from:
https://pdfs.semanticscholar.org/6098/bcd30050476adafa40c78dce38a1f505cc80.pdf

Kabeto, K. A. (2015). Academic experiences of learners with low vision in Ligaba Integrated Primary
School, Ethiopia(Doctoral dissertation).
Retrieved from:
https://pdfs.semanticscholar.org/b330/d542f8c4692b43d02a12b4580ee83e043647.pdf
Nasiforo, B. M. (2015). Academic impediments students with visual impairments encounter in the
colleges of University of Rwanda (Doctoral dissertation, Kenyatta University).
Retrieved from:
https://pdfs.semanticscholar.org/6098/bcd30050476adafa40c78dce38a1f505cc80.pdf