A sociological study on the impact of social support on challenges faced by visually impaired children

Abstract

Visually impaired children face significant challenges in daily activities due to their blindness or visual impairment. The study was grounded in the social model of disability and social support theory to explore the impact of social support on those challenges. The main objective of the study was to analyze the effects of physical, emotional, and informational support those children receive from family, schools, and peers on challenges the visually impaired children face in mobility, education, emotions, and social interactions. The study involved 47 children from Grades 6 to 11 at Ratmalana School for the Blind in Sri Lanka. Data collection included structured interviews using stratified sampling for quantitative data. Qualitative data was gathered through purposive sampling from in-depth interviews with selected children, teachers, parents, and experts. Observational methods were used to enrich further the qualitative data. Findings indicated a significant negative correlation (r = -0.556) between the level of challenges and the amount of social support received. Family provided the most substantial emotional and informational support, while school primarily offered physical support. Though received less frequently, peer support was found to be essential for social connections and to avoid discrimination. Children with total visual impairment encountered more mobility and social challenges than those with partial sight, with girls experiencing more mobility issues. The study highlighted gender-specific issues, particularly for girls with visual impairments, indicating a need for targeted interventions to address their distinct mobility challenges. It was concluded that enhanced social support could significantly reduce the challenges faced by visually impaired children. The findings were useful for the government and non-governmental policymakers who aim to improve the lives of visually impaired children through better support systems and inclusive practices.