Educational, Health and Daily Life Challenges Faced by the Parents of

Children with Visual Impairment

Sabeen Yumnah Ansari,

PhD Scholar at Institute of Special Education,
University of the Punjab, Lahore, Pakistan
[email protected]
Dr. Maria Sohaib Qureshi,
Assistant Professor at Institute of Special Education,
University of the Punjab, Lahore, Pakistan
[email protected]
Dr. Ghulam Fatima,
Assistant Professor at Institute of Special Education,
University of the Punjab, Lahore, Pakistan
[email protected]

Abstract
Parenting itself is a very arduously demanding job but it becomes even more challenging and
taxing when a child with impairment or disability is involved. The presence of an impaired child
itself creates stress for the parents but it becomes multifold when caring for that child is entwined
with many constraints and challenges. Parents of children with visual deficiencies experience
similar stresses, challenges and constraints when they put in their efforts to educate and adjust
their children in the society. The present study is intended to identify the challenges and
constraints faced by parents of children with visual impairment and highlight the major areas of
constraints. The population of this descriptive study of quantitative paradigm included all parents
of students with visual impairment studying in various special schools for VI in Lahore. Using
convenience sampling, a sample of 60 parents was selected from three major VI schools. For
data collection a survey was conducted using validated self-structured, close-ended questionnaire
to identify major constraints and challenges faced by the parents of VI children. With SPSS, data
is analyzed in terms of frequencies and percentages. The findings revealed that major areas of
challenges include lack of guidance in healthcare of the child, difficulties in social integration
activities and inadequacy in supporting their child in educational tasks. Recommendations were
made to provide resources and guidance to the parents to overcome these shortfalls.
Keywords: Challenges, Constraints, Parents, Visual Impairment Children.
Introduction
Visual impairment is the malfunction of the eye or optic nerve that prevents a person from seeing
normally. An individual has a visual impairment where anomalous development, disease or
injury reduce the ability of the eyes to function when an individual cannot see normally in at
least one eye, the person is considered visually impaired. The vision is mainly comprised of three
elements, Visual acuity, Visual field and Visual Efficiency. Visual acuity is the clarity and
sharpness of vision. The Visual field refers to the total area in which objects can be seen in the
side (peripheral) vision as you focus your eyes on a central point whereas Visual Efficacy relates
to a variety of visual skills including eye movements, adapting to the physical environment,
attending to visual stimuli, and processing information with speed and effectiveness. Persons
with visual impairment suffer deficiency in at least one of these elements or more. (Allen &
Cowdery, 2014). The WHO estimates that 285 million individuals globally are visually impaired.
Among which 246 million people are with low vision, whereas 39 million have profound visual
impairments or blindness (World Health Organization, 2013).
A parent is a child's first teacher since they are the ones who constantly offer words of
encouragement, suggestions, praise, and constructive criticism. Parents must assist their young
child in learning literally hundreds of skills. No one has ever known a child better than their
parents. No one else has the same strong attachment to that child, either. Parents have a
significant impact on their children's life. The National Academy of Sciences outlines four key
functions for parents: ensuring children's physical and mental security, fostering their emotional
well-being, developing social skills, and cognitively preparing kids. In a rapidly changing world
parenting is becoming more and more challenging effected by many fads and evolving trends
(Psychology Today, 2023). These challenges become even more arduous when the targeted child
is differently abled or special.
Hence, raising a visually impaired child presents many unique challenges for parents. Visually
impaired children have special needs that require careful consideration and special care. Parents
must be aware of the physical (health related), emotional, social and daily life struggles as well
as educational needs of their children and work together with professionals to ensure they receive
the best possible care and education. This article will discuss the various challenges faced by
parents of visually impaired children in scenario of health care awareness, educational support
challenges and daily life interactive challenges faced by parents upbringing children with visual
impairment.
Physical and Health Related Challenges
One of the most obvious challenges for parents of visually impaired children is managing their
physical and health needs. According to Jackel, Wilson, & Hartmann, (2019) the when parents
and other family members are all participating in the interventional programs and activities, the
rehabilitation of visually impaired child is most effective. Therefore, a survey study conducted
by them inquires parents about what kind of support and further guidance they are provided
pertaining to their child’s health and development or support programs after diagnosis. The
survey indicated that 45% parents were provided very little information, 22% reported receiving
no information, while 28% claimed to have received some information after diagnosis for
understanding their child’s impairment and guidance on ways to proceed for acquiring the
supports their children needed. Reference literature, printed materials (books and pamphlets),
web addresses, professionals’ articles, and online courses, were the most often given pieces of
information to the parents. Few parents find the information very helpful whereas as bigger
number of responding parents believed that information provided was somewhat useful but
usually useless. More than half of the parents informed not receiving any guidance and resource
material or helpful information after the diagnosis. Most parents received very little information
from professionals and in order to secure the necessary information about assistance and
interventions needed by their visually impaired children, the parents themselves had to conduct
the research in order to acquire the knowledge they required (Jackel, et al., 2019).
Educational Challenges
Knowing what and how to engage in educational activities of reading and writing of their
children might be challenging for parents of disabled children. This is particularly true for
the parents with visually impaired children because it might be challenging for them to interact
with children's books in the manner that most parents do. In order to foster emerging literacy
skills and aid their kids in developing abilities like phonological awareness, phonics,
understanding and comprehension, building vocabularies, and fluency, parents frequently require
professional guidance. Parents of braille user children can feel that learning braille is challenging
and equivalent to acquiring a new language. Parents may not undertake educational activities that
require visually impaired child to type or write using a braillewriter. Also they won't be able
to recognize braille alphabet/symbols without the assistance of professionals (Brennan, Luze, &
Peterson, 2019).
The needs of their VI children's education must also be known by the parents. Children with
visual impairments may need extra support in the classroom, such as Braille textbooks, resources
with big print, and acoustic aids. To ensure that their children have the tools and assistance they
need to succeed in school, parents should have awareness of their needs and rights and require
collaboration from professionals and school administration (Kloos, 2009).
One of the main tenets of education for kids who are blind is braille literacy. In places with
limited resources, like Pakistan, visually challenged kids may learn Braille in special education
schools. However, when it comes to studying and practicing braille outside school premises i.e.
home, there are little resources available for the parents of such children to support them in
educational activities (Iqbal, Shahid, & Naseem, 2017).
Daily Life Challenges
Raising a child with a visual impairment can be a difficult and challenging experience, especially
when it comes to social and daily life activities involving interaction and movement. Parents of
children who are visually impaired often struggle to ensure that their child can participate in
social activities on an equal level with their siblings and peers Keil, et al., (2016).
One of the biggest challenges that parents of visually impaired children face is how to ensure that
their child can participate in social activities safely. Since children with visual impairments may
not be able to perceive their environment as easily as their typical developing family members,
parents need to take extra precautions when taking their child to social activities. This may
involve taking extra time to ensure that the environment is safe, providing verbal cues to help
their child understand the layout of the area, and helping their child navigate the space (Keil,
Fielder & Sargent, 2016).
Additionally, parents may need to provide extra support to ensure that their child is comfortable
and secure while participating in social activities. Another challenge that parents face is
understanding their child’s unique needs and providing them with the necessary
accommodations. Each child’s visual impairment is different and may require different
accommodations in order to ensure that they can participate in social activities. Parents need to
be aware of their child’s needs and be willing to advocate for them in order to ensure that their
child is able to participate in social activities on an equal level with their age fellows (Lupón,
Armayones, & Cardona 2018).
According to Keil, Fielder & Sargent, (2016), parents of visually impaired children must also be
aware of the social and emotional needs of their child. Often, children with visual impairments
may struggle with social interactions due to their inability to perceive the environment.
Additionally, they may need extra support in order to build self-confidence and feel comfortable
in social settings. Parents may need to provide extra emotional support and be willing to
advocate for their child to ensure that they are able to participate in social activities (Lupón,
Armayones, & Cardona 2018).
Overall, raising a child with a visual impairment can be a difficult and challenging experience,
especially when it comes to social activities. In order to ensure that their child is able to
participate in social activities on an equal level with their peers, parents must be willing to be
proactive and aware of their child’s unique needs. Additionally, they must be willing to provide
extra support and advocacy in order to ensure that their child is safe, comfortable, and confident
while participating in social activities (Lupón, Armayones, & Cardona 2018).
Raising a visually impaired child presents many unique challenges for parents. Parents must be
aware of their child's physical (health related, educational and daily living needs and work
together with professionals to ensure they receive the best possible care and education. With the
right support and resources, visually impaired children can thrive and lead fulfilling lives.
Rationale
In academic literature an abundant work is done to highlight and identify constraints and
challenges of individuals with disabilities. Whereas, a limited number of studies are conducted
focusing the challenges experienced by the parents raising the special child. Especially when the
case is not of developmental but sensual impairments. Furthermore, in third world countries or
developing countries like Pakistan research focus is usually the direct affectees i.e. the
individuals with impairments and there is scarcity of literature available about the issues and
challenges of the caregiver or parents upbringing these individuals. This study is one of those
few studies to lay the foundation of highlighting and understanding some major parental
challenges of sensory impaired children. This study will not only identify those unfocused areas
of challenges but also give insight on parental struggles and give future directions for studies to
overcome these challenges. Therefore, the present study is intended to identify the constraints
faced by parents of children with visual impairment and highlight the major areas of challenges
which make the parenting process even more demanding and challenging.

Research Objective
The study was conducted to acquire following objectives:
1) To identify major areas parents of children with visual impairment find challenging and
difficult in their upbringing.
2) To identify major challenges faced by parents of visually impaired children in their health
care provisions or interventions.
3) To identify major challenges faced by parents of visually impaired children in supporting
their child in educational activities.
4) To identify major constraints and difficulty parents of visually impaired children face in
daily life activities which require use of mobility and social skills.
5) To identify based on ages of children, gender and qualification of parents, faced
challenges differ or not.

Research Questions
The study was intended to answer the following questions:
1. What were the major areas where parents of visually impaired children face difficulties in
their upbringing and support?
2. Was there any significant difference in challenges of parents based on their gender, level
of education and child’s age?

Research Methodology
Research Design: The design of the research was descriptive in nature and of quantitate
paradigm. Since, the research was simple survey to understand presently prevailing challenges of
parents of visually impaired children so descriptive research is selected to simply describe this
phenomenon.
Research Population: The population of the study included all the parents of visually impaired
children studying in different special schools in Lahore.
Research Sample: Sample is the process of selecting a number of individuals of a study in such
a way that individuals represent the large group from which they are selected. The sample of
study consisted of 60 parents of visually impaired children who were selected using convenience
sampling from VI schools in Lahore.
Research Instrument: Researcher under the supervision of supervisor self-developed a
questionnaire for survey purpose on the basis of literature review. The tool was validated by two
experts of the field. The questionnaire was intended to identify challenges of the parents of
children with visual impairment, in areas of education, health, orientation and mobility skills,
self-care skills and socialization skills. The format of the questionnaire was close ended and
dichotomous.
Data Collection: After the development of the instrument the researchers personally visited the
different schools of visually impaired children to get the contact details of the parents of visually
impaired children. Furthermore, the parents were contacted to fill the questionnaires. The
researcher remained available during the whole process of questionnaire filling incase parents
found any difficulty in understanding the statements.

Data Analysis & Interpretation: The data collected in the form of responses of the
questionnaire was coded in computer software SPSS as 1=yes and 0=no. Frequency of the
responses and percentages were calculated. T-test and ANOVA were applied to find the
significant differences in reference to gender and qualification of respondents and ages of their
children. The results of the data collected are presented in the form of tables with their
interpretations.

Findings
Table 1. Challenges Faced by Parents of Visually Impaired Children in Health Care
Support.
Q 1. Did you receive any guidance about treatment facilities and services available to
facilitate your child’s health care soon after your child’s diagnosis of visual impairment?
Responses Frequency Percentage
Yes 4 7%
No 56 93%
Q 2. Did you receive any guidance about support programs, interventional services or any
resources about taking care of your child after their diagnosis of visual impairment?
Responses Frequency Percentage
Yes 3 5%
No 57 95%
Q 3. What kind of sources were available or provided to you (parents) for the awareness
of child’s needs, symptoms and training?
Responses Frequency Percentage
None 58 96.7
Booklet/ printed resources 1 1.7
Counseling sources info 1 1.7

Table 1 informs that a very high percentage 93% of the parents didn’t receive any guidance
about treatment facilities and services available for future health care of their visually impaired
child after the diagnosis. Same is the case in guidance about support programs, interventional
services or any resources about taking care of their children after diagnosis where 95% parents
reported not receiving any of it. As for the provision of resources to parents for the awareness of
child’s needs, symptoms and training 96.7% parents informed they received none only 1.7% said
they receive some printed resources or counseling services info.
Table 2. Challenges Faced by Parents of Visually Impaired Children in Educational
Activities and Support
Q 1. Do you believe that your child’s disability is affecting his/her educational
performance?
Responses Frequency Percentage
Yes 53 88.3%
No 7 11.7%
Q 2. Do you think you are able to help your visually impaired child in educational
activities to a satisfactory level?
Responses Frequency Percentage
Yes 14 23.3%
No 46 76.7%
Q 3. Are you able to help your child in school assignments specially related to braille?
Responses Frequency Percentage
Yes 9 15%
No 51 85%
Q 4. Do you think that the lack of Braille literacy and skill causes ignorance about your
child educational performance and needs?
Responses Frequency Percentage
Yes 37 62%
No 23 38%
Q 5. Do you believe that you need some resources or guidance for helping your VI child in
studies?
Responses Frequency Percentage
Yes 49 81.7%
No 11 18.3%

Table 2 highlights the challenges and needs of parents to support their children in educational
endeavors. It is indicated that 88.3% of parents believe that their child’s educational performance
is affected negatively because of their impairment. 76.7% of the parents informed that they are
unable to help their VI child in their studies to satisfactory level. 85% of the parents are unable to
help during assignments in braille whereas 62% reported that due to lack of braille skills and
literacy they feel ignorant about their child’s educational performance and needs. 81.7% parents
informed that they feel the need of resources or guidance for helping their visually impaired
child in his/her studies.
Table 3. Challenges Faced by Parents of Visually Impaired Children in Daily Life Activities
Q 1. Does your visually impaired child orientate and move easily around the house
without anyone's help?
Responses Frequency Percentage
Yes 40 66.7%
No 20 33.3%
Q 2. Does your visually impaired child is able to perform self-care activities like changing
clothes, eating, bathing etc. without anyone's help?
Responses Frequency Percentage
Yes 39 65%
No 21 35%
Q 3. Do you take your visually impaired child to social gatherings?
Responses Frequency Percentage
Yes 27 45%
No 33 55%
Q 4. Do you take your Visually impaired child to Public Places like shopping centers,
parks etc.?
Responses Frequency Percentage
Yes 36 60%
No 24 40%
Q 5. Do you believe that your visually impaired child experience difficulty while moving
in and around public areas?
Responses Frequency Percentage
Yes 40 66.7%
No 20 33.3%
Q 6. Do you believe that you require some kind of guidance, resources on complete
guidelines for understanding the needs of their VI child and ways to help him/her in
interacting in social environments and scenarios?
Responses Frequency Percentage
Yes 53 88.3%
No 7 11.7%

Table 3 depicts that in the areas of independent mobility (at home) and self-care of VI children,
challenges percentage is lower as compared to the percentage of difficulties faced in social
scenarios. The table informed that 66.7% of VI children orientate and mobilize independently in
house environment and 65% of these children can independently perform their self-care activities
hence making these aspects less challenging for the parents. 55% of the parents informed that
they don’t take their VI children to social gatherings, 60% don’t take them to public places and
66.7% indicated that they find it difficult for their children to move and interact in these
environments. 88.3% parents informed that they feel the need of easily accessible resources and
guidance regarding the needs of their VI child and ways to help him/her in interacting in social
environments and scenarios.
Discussion
Conclusion
Majority of the parents reported that they did not receive any kind of information or guidance
regarding their child’s disability, available services and treatment. No training or counselling was
provided to them to aware them of their visually impaired child’s health care needs, problems
and how to cater them. The parents believed that their child’s disability (visual impairment) is
negatively affecting their child’s educational performance and they lack the skills and guidance
to help their child in this aspect. The parents told that their VI children can move and orientate
independently around the house but they lack this skill when in public areas or social gatherings.
Majority of parents because of this problem, don’t take their children to social gatherings,
whereas, the parents who do take their VI child to public places like parks and malls, face
difficulties. Majority of parents acknowledged the need of guidance or easily
accessible/understandable resources on, health care, Education and daily living skills to
overcome the challenges they face in these areas while taking care of their VI child.

Recommendations
• Easily understandable and accessible recourses must be provided to parents of visually
impaired children to aware them of their children’s needs and support and guide them
where needed.
• Parent counselling services, training programs or seminars must be arranged for guidance
of parents of visually impaired children.
• Orientation and mobility training must be provided to visually impaired child along with
parents so they can help them practice in public areas.
• Better communication must exist between teachers and parents of visually impaired
children to support the educational process.
• Basic knowledge of Braille is necessary for parents of blind students therefore efforts
should be made to develop resources or programs to equip parents with basic braille
literacy.
• Public areas and places must be accessible for children with visual impairment and
people working there should have some knowledge of how to assist visually impaired
person so they don’t experience much difficulty in unknown public environments.
• Mass Media should be utilized to aware people about the needs and how to assist visually
impaired person in any surrounding and to remove barriers in socialization and societal
acceptance.
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