Viewing Inclusive Education for Children with Visual Impairments from the Equity Lens; Relevant Strategies in School and Classroom Contexts

This conceptual review paper synthesis exiting theories and findings to collates relevant school and classroom strategies in inclusive schooling context that maximises teaching and learning among visually impaired children. The study guided by social justice and equity lenses to education to extract 50 research literature from google scholar search using the Boolean search method. The conclusion drawn from this study is that at the methodological level situating inclusive educational research within the social justice and equity approaches help researchers and practitioners to adopt more inclusive methods that elicit critical and peripheral to create critical and inclusive knowledge. The broad conclusion drawn on from the empirical review is that responsive strategies for promoting inclusive learning among visually impaired students begin with family-school collaboration toward adapting teaching to learners’ contexts and peculiar backgrounds. The teaching and learning strategies should marry concrete, participatory and unifying learning experiences. In advancing these strategies teachers must demonstrate positive feelings; adapt to the students’ level, maintain positive communication with students, motivate, elicit and sustain student’s attention in the learning process. This paper argues for a detailed future longitudinal qualitative study on responsive teaching and learning strategies from variety of cultural and socio-economic contexts. This is crucial in developing better models for maximising learning among the visually impaired in school and classroom contexts.