Parental Involvement in the Education of Students with Visual Impairment: A Systematic Review of Empirical and Theoretical Literature

MRIGAKSHI SARMA; SASHAPRA CHAKRAWARTY

doi:10.36948/ijfmr.2026.v08i02.71385

Parental Involvement in the Education of Students with Visual Impairment: A Systematic Review of Empirical and Theoretical Literature

Author(s)	Ms. MRIGAKSHI SARMA, Dr. SASHAPRA CHAKRAWARTY
Country	India
Abstract	Parental involvement has consistently been recognized as a crucial factor influencing students’ academic success and psychosocial development. For students with visual impairment, parental engagement assumes even greater significance due to the unique educational and developmental challenges associated with vision loss. Parents frequently serve as primary facilitators of learning, mobility training, social integration, and emotional support within both home and school contexts. Despite the importance of parental participation, research examining its role in the educational experiences of visually impaired students remains relatively fragmented across disciplines such as special education, rehabilitation studies, and developmental psychology. The present study provides a systematic review of literature on parental involvement in the education of students with visual impairment. Relevant scholarly works published between 2000 and 2024 were identified through databases including ERIC, Scopus, Web of Science, and Google Scholar using key search terms related to parental engagement and visual impairment. After applying predefined inclusion and exclusion criteria, empirical and theoretical studies were analyzed using thematic synthesis. The review identifies several major dimensions of parental involvement, including academic support, collaboration with teachers, emotional guidance, and advocacy for educational resources. Findings indicate that effective parental engagement significantly enhances students’ academic participation, independence, and psychosocial adjustment. However, numerous barriers such as socio- economic constraints, limited parental awareness, institutional limitations, and cultural attitudes toward disability often restrict meaningful parental participation. The study highlights the need for stronger school–family partnerships, parent training programs, and policy interventions that promote inclusive educational environments for students with visual impairment.
Keywords	Parental Involvement Visually Impaired Students
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-14
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.71385

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Parental Involvement in the Education of Students with Visual Impairment: A Systematic Review of Empirical and Theoretical Literature

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