ACADEMIC ACHIEVEMENT OF STUDENTS WITH VISUAL IMPAIRMENT: A COMPARISON OF SPECIAL AND INCLUSIVE SCHOOLS

The educational paradigm for students with visual impairment is dominated by two models i.e. special schools and inclusive schools. A persistent debate exists regarding the efficacy of these models in fostering academic achievement. Special schools are educational schools designed specifically for students with particular types of disabilities, such as visual impairment, hearing impairment, or intellectual disabilities. These schools run on a segregated model, meaning students learn in an environment separate from their non-disabled peers. Whereas inclusive schools are mainstream schools that educate all students together, regardless of their abilities or disabilities. The core principle of this type of school is that every child belongs and can learn in a regular classroom with appropriate support. This study aimed to compare the academic achievement of students with visual impairment within these two settings in the Lucknow region of Uttar Pradesh. Employing a quantitative comparative design, a purposive sample of 40 secondary-level students was selected i.e. 20 from special schools and 20 from inclusive school. Academic achievement, operationalized as the final aggregate marks from report cards, was analysed using descriptive statistics and an independent samples t-test. The findings revealed that the mean academic score for students in special schools (M=63, SD=13.75) was higher than that of their peers in inclusive schools (M=57.65, SD=12.85). However, the inferential t-test result (t(38) = -1.30, p > 0.05) indicated that this difference was not statistically significant, leading to the retention of the null hypothesis. The study concludes that while special schools may show a descriptive advantage in raw scores, both educational settings can give comparable academic results for students with visual impairment. The key implication is that the focus for policymakers and educators should shift from advocating for one model over the other to ensuring the consistent provision of high-quality, individualized support including trained teachers, assistive technology, and specialized learning strategies within any educational environment to maximize student success.