Experiential Learning for Children with Visual Impairment
Keywords:
Experiential Learning, Visual Impairment, Inclusive Education, Tactile Learning, Multisensory Pedagogy.Abstract
This study explores the significance of experiential learning as an inclusive pedagogical approach for children with visual impairment, emphasizing its role in enhancing understanding, engagement, and independence. Rooted in the theories of Dewey and Kolb, experiential learning enables students to acquire knowledge through direct interaction, reflection, and sensory participation. For visually impaired learners, it transforms traditional teaching into multisensory experiences involving tactile, auditory, and kinesthetic activities that make abstract concepts more concrete. The research highlights how such methods foster cognitive growth, social skills, and self-confidence while bridging educational gaps caused by visual limitations. It also examines challenges related to accessibility, teacher preparedness, and resource constraints, suggesting innovative strategies for effective implementation. The study concludes that experiential learning not only enriches academic outcomes but also promotes holistic inclusion, empowering children with visual impairment to learn by doing and participate fully in educational and social environments.
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