A COMPARATIVE STUDY TO ASSESS THE LEVEL OF PERSONAL, SOCIAL, EMOTIONAL, AND EDUCATIONAL ADJUSTMENT AMONG VISUALLY IMPAIRED STUDENTS STUDYING IN SELECTED SPECIAL AND INTEGRATED SCHOOLS OF UJJAIN, MADHYA PRADESH

Abstract

Adjustment is a dynamic psychological and behavioral process through which individuals attempt to maintain an effective relationship between their personal needs and the demands of their environment. During childhood and adolescence, successful adjustment is particularly important because students simultaneously encounter developmental, educational, emotional, interpersonal, and social demands.

For students with visual impairment, the process of adjustment may involve additional challenges. Limitations in visual functioning can affect mobility, access to printed and visual educational material, participation in recreational activities, communication in visually mediated social situations, and independent performance of everyday activities. The consequences of visual impairment, however, are not determined solely by the degree of visual loss. Family support, accessibility, educational resources, peer attitudes, assistive technology, teacher competence, personality, coping skills, and opportunities for social participation may substantially influence adjustment.

The educational environment is particularly relevant. Visually impaired students may receive education through special schools specifically designed for children with visual disabilities or through integrated educational settings in which they study alongside sighted students with appropriate support.