Family Support And Social Integration As Predictors Of Academic Adjustment Among Students With Visual Impairment In Nigeria

Abstract

There is a growing research interest in understanding the dynamics of academic adjustment among students with visual impairment. While numerous studies have explored its patterns and causes, fewer have examined the underlying factors influencing academic adjustment in Nigeria. This study investigated family support and social integration as predictors of academic adjustment of students with visual impairment in Oyo State, Nigeria. A descriptive research design was adopted. Two schools for the blind were purposively selected, and seventy-five (75) students constituted the study’s participants. Three research questions guided the study. Data were collected using a structured questionnaire comprising demographic information and measures of family support, social integration, and academic adjustment. The data were analyzed using Multiple Regression Analysis and Pearson Product-Moment Correlation at a 0.05 level of significance. Findings revealed a significant positive relationship between family support (r = 0.478, p < 0.05), social integration (r = 0.562, p < 0.05), and academic adjustment. Together, the independent variables explained 38.6% (adjusted R² = 0.386) of the variance in academic adjustment. Family support contributed most (β = 0.487, p < 0.05), followed by social integration (β = 0.319, p < 0.05). Based on the findings, it was recommended that educators and policymakers should strengthen family support systems for students with visual impairment. Additionally, the government should provide financial and material support to reduce socio-economic barriers and train teachers to promote social integration and reduce stigma associated with visual impairment.