DEVELOPMENT OF SOCIAL COMPETENCIES IN LEARNERS WITH VISUAL IMPAIRMENTS: EXPERIENCE AND PRACTICAL APPROACHES IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

This research explores the development of social competencies in learners with visual impairments within the context of an inclusive educational environment. Social interaction, self-advocacy, mobility independence, and communicative confidence are positioned as core outcomes of adaptive pedagogical design. Inclusive practices such as tactile–auditory learning methods, peer-assisted communication, role-based collaboration, orientation and mobility training, and digital accessibility tools provide structured pathways for visually impaired learners to engage in school life not as passive recipients, but as active social participants. The study emphasizes that social competence is formed through lived interaction—cooperative play, sensory-mediated dialogue, decision-making tasks, and participation in shared responsibilities. These approaches allow learners with visual impairments to internalize social norms, develop emotional resilience, and gain agency in peer networks, ultimately transforming inclusion from spatial accommodation to meaningful participation