Experiences with inclusive education from the perspective of learners with visual impairment and their parents – a systematic reviewed protocol
Experiences with inclusive education from the perspective of learners with visual impairment and their parents – a systematic reviewed protocol

Summary/Abstract: Objective: The objective of this proposed systematic review is to explore the experiences of students with visual impairments involved in inclusive education and the experiences of their parents. Introduction: Inclusive education of learners with visual impairment is a key issue in contemporary special education and educational practice. However, there is still a lack of deeper understanding of how learners with visual impairment and their parents experience inclusive education at pre-primary, primary, and secondary school levels. The experiences of these groups can significantly influence the quality, accessibility, and success of inclusive education. Methods: This systematic review will synthesize qualitative studies focusing on the personal, reflective experiences of children and young people with visual impairment and their parents within inclusive educational settings. Searches will be conducted in ERIC, CINAHL, MEDLINE, ProQuest Central, PsycINFO, PsycArticles, SocINDEX, Scopus, Web of Science, and grey literature. Studies published in English, Czech, and Slovak will be included without time restrictions. Two independent reviewers will perform study selection, quality appraisal using the JBI Critical Appraisal Checklist, and data extraction. Data will be analyzed using the meta-aggregation approach supported by JBI SUMARI software. Anticipated results: It is anticipated that this review will identify key themes such as barriers and support in accessing education, teacher attitudes, social integration, and experiences with support measures. The results should capture both positive examples of good practice and areas requiring improvement. Discussion: The findings of this review will be used to develop recommendations for teachers, policymakers, and professionals in school counselling services to improve the conditions of inclusive education for learners with visual impairment. The conclusions are expected to contribute to the development of support strategies, enhanced collaboration with parents, and the promotion of high-quality and accessible education for all.

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