Socio-psychological Adjustment for Sustainable Inclusive Education in Nigeria: A focus on Students with Visual Impairment

Abstract

In Africa, persons with disabilities (PWD) face multiple layers of barriers across various subsystems of society. The paper examined the social-psychological adjustment of students with visual impairment to support sustainable inclusive education in Nigeria. Extant literature indicates that school life can be more miserable for students with visual impairment (SWVI) when the ecosystem, school facilities, and services are not disability-friendly and inclusive. These students' experiences in the educational system are associated with several complex challenges that disrupt their academic and vocational aspirations. Existing barriers and systemic challenges in educating students with visual impairment pose precarious educational, psychological, and social imbalances that threaten the fabric and promotion of inclusive schools and society. Theoretically, Simonson's 1995 Equivalency Theory suggested an appropriate application of inclusive education to provide equivalent learning experiences and corresponding outcomes in special education. Despite the effectiveness of inclusive education in promoting an inclusive society, studies report that the absence of collective interest and sustainability strategies in the socio-psychological adjustment and educational management of these students repeatedly leads to psychosocial problems that disrupt their learning needs and adjustment. The paper discussed the need for counseling in sustainable inclusive education to support the adjustment of students with visual impairment and their educational management. It was recommended that mental health professionals, in partnership with special needs educators, should facilitate an individualized education and counseling plan (IECP) to help students with visual impairment advance an inclusive society.