References
- Ali, A. C. (2021). Visually Impaired Student-Teachers’ Knowledge and Use of Basic Assistive Technology Tools for Mathematics. Winneba: University of Education.
- Alraddadi, M. M., & Zebehazy, K. T. (2023). Exploring inclusive teaching practices to enhance effective learning of students with visual impairments in a secondary school in Saudi Arabia using a self-regulated learning framework. British Journal of Visual Impairment, 43(1), 12-28. https://doi.org/10.1177/02646196231201770
- Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616
- Asamoah, E., Ofori-Dua, K., Cudjoe, E., Abdullah, A., & Nyarko, J. A. (2018). Inclusive education: Perception of visually impaired students, students without disability, and teachers in Ghana. SAGE Open, 8(4). https://doi.org/10.1177/2158244018807791
- Attachoo, B., & Sitthitikul, P. (2020). The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom. Bangkok: Thammasat University, Language Institute.
- Bavlı, B., Korumaz, M., & Akar, E. (2020). Visually impaired mentally sighted: An inclusive education case. International Journal of Progressive Education, 16(6). https://doi.org/10.29329/ijpe.2020.280.1
- Baykaldı, G., Corlu, M. S., & Yabaş, D. (2023). An investigation into high school mathematics teachers and inclusive education for students with visual impairments. British Journal of Visual Impairment, 42(1), 124-134. https://doi.org/10.1177/02646196231175327
- Belay, M. A., & Yihun, S. G. (2020). The challenges and opportunities of visually impaired students in inclusive education: The case of Bedlu. Journal of Pedagogical Research, 4(2), 112-124.
- Bramer, W. M., Rethlefsen, M. L., Kleijnen, J., & Franco, O. H. (2017). Optimal database combinations for literature searchers in systematic reviews: A prospective exploratory study. Systematic Reviews, 6, 245. https://doi.org/10.1186/s13643-017-0644-y
- Ceralli, G. (2019). Inclusive Education in Senegal. Ten Years of Inclusive Education Programmes Implemented in Dakar Casamance. Dakar: Sightsavers Senegal Humanity Inc.
- Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th edition). Thousand Oaks, California: SAGE Publications Inc.
- Ediyanto E., Zulkipli Z., Sunandar A., Subanji S., Wahat N. W. A., & Iliško, D. (2023). Mathematics learning for students with special needs. Pegem Journal of Education and Instruction, 13(4), 93-99.
- Guanoluisa, F. S. C., Claudio, L. J. P., Cevallos, D. V. B., Colcha, C. D. P., Taipe, S. L. C., & Pilatasig, G. M. G. (2022). Visually impaired students’ and their teacher’s perceptions of the English teaching and learning process. MEXTESOL Journal, 46(4).
- Haegele, J. A., & Lieberman, L. J. (2016). The current experiences of physical education teachers at schools for blind students in the United States. Journal of Visual Impairment & Blindness, 110(5), 323-334.
- Hayes, C., & Proulx, M. J. (2023). Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments. British Journal of Visual Impairment, 42(2), 544-556. https://doi.org/10.1177/02646196221149561
- Kantavong, P., Suwaree, S., & Budiyanto, R. (2017). A comparative study of teacher’s opinions relating to inclusive classrooms in Indonesia and Thailand. Kasetsart Journal of Social Sciences, 38(3), 291-296. https://doi.org/10.1016/j.kjss.2016.05.005
- Keleş, Ö., Uzun, N., & Yalçın, G. (2023). Barrier-free science education for visually impaired students: An activity for life cycle in plants. Science Insights Education Frontiers, 14(1), 1945-1964.
- Khalil, H., Peters, M., Godfrey, C. M., McInerney, P., Soares, C. B., & Parker, D. (2016). An evidence-based approach to scoping reviews. Worldviews on Evidence-Based Nursing, 13(2), 118-23. https://doi.org/10.1111/wvn.12144
- Le Fanu, G., Schmidt, E., & Virendrakumar, B. (2022). Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities. International Journal of Educational Development, 91, 102574. https://doi.org/10.1016/j.ijedudev.2022.102574
- Loveys, M., & Butler, C. (2023). Teachers’ and students’ perspectives on the extent to which assistive technology maximises independence. British Journal of Visual Impairment, 43(1). https://doi.org/10.1177/02646196231212736
- MacKenzie, A., Bower, C., & Owaineh, M. (2020). Gratitude versus children’s rights: An exploration mothers’ attitudes towards disability and inclusive education in Palestine. International Journal of Educational Research Open, 1, 100001. https://doi.org/10.1016/j.ijedro.2020.100001
- MacKenzie, A., Owaineh, M., Bower, C., & Ozkaya, C. (2023). Barriers to inclusive education under occupation: An evaluative approach using Nussbaum’s capabilities approach. International Journal of Educational Research, 5, 100299
- Manitsa, I. (2023). Conceptualising social inclusion and examining its relationship with social competence. British Journal of Visual Impairment, 43(1), 94-107. https://doi.org/10.1177/02646196231212744
- Manitsa, I., & Doikou, M. (2020). Social support for students with visual impairments in educational institutions: An integrative literature review. British Journal of Visual Impairment, 40(1), 29-47. https://doi.org/10.1177/0264619620941885
- Maseko, N. T. (2021). Exploring Learners with Visual Impairments’ Experiences in Inclusive High Schools in the Kingdom of Eswatini (Master’s thesis). Pretoria: University of South Africa.
- Messiou, K. (2019). The missing voices: Students as a catalyst for promoting inclusive education. International Journal of Inclusive Education, 23(7-8), 768-781. https://doi.org/10.1080/13603116.2019.1623326
- Morelle, M., & Tabane, R. (2019). Challenges experienced by learners with visual impairments in South African township mainstream primary schools. South African Journal of Education, 39, 1-6. https://doi.org/10.15700/saje.v39n3a1615
- Munn, Z., Pollock, D., Khalil, H., Alexander, L., McLnerney, P., Godfrey, C. M., Peters, M., & Tricco, A. C. (2022). JBI Evidence Synthesis, 20(4), 950-952.
- Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
- Piper, B., Bulat, J., Kwayumba, D., Oketch, J., & Gangla, L. (2019). Measuring literacy outcomes for the blind and for the deaf: Nationally representative results from Kenya. International Journal of Educational Development, 69, 1-8. 10.1016/j.ijedudev.2019.05.002
- Poikola, M., Kärnä, E., & Hakalehto, S. (2024). Students’ views of inclusive education: A scoping literature review. European Journal of Education, 59. https://doi.org/10.1111/ejed.12731
- Pollock, D., Tricco, A. C., Peters, M. D. J., Mclnerney, P. A., Khalil, H., Godfrey, C. M., Alexander, L. A., & Munn, Z. (2022). Methodological quality, guidance, and tools in scoping reviews: A scoping review protocol. JBI Evidence Synthesis, 20(4), 1098. https://doi.org/10.11124/JBIES-20-00570
- Ralejoe, M. (2021). A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho. South African Journal of Education, 41, 1-12. 10.15700/saje.v41n1a1746
- Schmidt, L., Finnerty Mutlu, A. N., Elmore, R., Olorisade, B. K., Thomas, J., & Higgins, J. P. T. (2021). Data extraction methods for systematic review (semi)automation: Update of a living systematic review. F1000Res. https://doi.org/10.12688/f1000research.51117.2
- Simalalo, M., Gasa, V., & Muzata, K. (2022). Teacher preparation in Zambia’s expanded core curriculum: Challenges and opportunities. African Journal of Teacher Education, 11, 166-189. https://doi.org/10.21083/ajote.v11i1.6685
- Soeharto, S., Singh, S. S., & Afriyanti, F. (2024). Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Thinking Skills and Creativity, 51(4), 101469.
- Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, 10381-053.
- Szumskia, G., Smogorzewska, J., & Grygiel, P. (2020). Attitudes of students toward people with disabilities, moral identity and inclusive education - A two-level analysis. Research in Developmental Disabilities, 102, 103685. https://doi.org/10.1016/j.ridd.2020.103685
- Tonegawa, Y. (2022). Contextualization of inclusive education: Education for children with disabilities in Myanmar. International Journal of Instruction, 15(1), 365-380. https://doi.org/10.29333/iji.2022.15121a
- Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Lewin, S., Godfrey, C. M., Macdonald, M. T., Langlois, E. V., Soares-Weiser, K., Moriarty, J., Clifford, T., Tunçalp, Ö., & Straus, S. E. (2018). PRISMA Extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/m18-0850
- Tseeke, M. (2021). Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho. South African Journal of Education, 41, Supplement 2.
- United Nations. (2006). Convention on the Rights of Persons with Disabilities. Retrieved from http://www.un.org/esa/socdev/enable/rights/convtexte.htm.
- Vassar, M., Yerokhin, V., Sinnett, P. M., Weiher, M., Muckelrath, H., Carr, B., Varney, L., & Cook, G. (2017). Database selection in systematic reviews: An insight through clinical neurology. Health Information and Libraries Journal, 34(2), 156-164.https://doi.org/10.1111/hir.12176
- Yuwono, I., Kamil, M., Rahardja, D., & Abdu, W. J. (2017). The effect of guidance and counselling programs on the learning processes of visually impaired high school students. International Journal of Special Education, 32(4), 877-887.
- Zaki, S. A., & Khan, U. (2021). Teaching visually impaired Indian ESL learners in inclusive classrooms: A review of pedagogical approaches. International Journal of Language and Literary Studies, 3(3), 244-255. https://doi.org/10.36892/ijlls.v2i3.678