Factors Affecting Social Belongingness of Individuals with Visual Impairment at School Level

https://doi.org/10.55966/assaj.2025.4.1.083

Abstract

This research examines the determinants of social belongingness among visually impaired students in inclusive schools, with emphasis on individual, interpersonal, and environmental factors. Social belongingness is an important component of students' emotional health and academic achievement, but visually impaired students experience special challenges in establishing meaningful relationships within school settings. The study was carried out in Lahore, Pakistan, on the basis of a purposive sampling method involving 114 participants, that is, special education teachers and future teachers. Data was gathered on a self-constructed questionnaire and interpreted based on descriptive and inferential statistics. The results indicated that supportive interactions between teachers and students, peer and peer relationships, and an attractive school environment played a significant role in promoting belongingness. In contrast, obstacles like exclusion, non-awareness, and fewer resources stood in the way of integration. The research emphasizes the significance of inclusive education practices, teacher training, and peer awareness programs in facilitating social belongingness among visually impaired students. Improving social inclusion can be enhanced through the implementation of teacher training programs, setting up peer mentorship programs, and improving accessibility through assistive technologies. The research helps develop inclusive educational practices that can assist visually impaired students to excel socially and academically.