Self-Concept of Visually Impaired Students: A Comparative Study of Smart Assistive Device Users and Non-Users

Abstract

The present study examined the self-concept of visually impaired students in relation to the use of smart assistive devices. A descriptive comparative research design was employed to compare self-concept between smart assistive device users and non-users. The sample consisted of 67 visually impaired students aged 12–16 years selected from inclusive schools and special institutions, including 32 users and 35 non-users of smart assistive devices. Data were collected using the Self Concept Questionnaire developed by Saraswat. The mean, standard deviation, and an independent-samples t-test were used for statistical analysis. The findings revealed that visually impaired students who used smart assistive devices scored significantly higher than non-users across all dimensions of self-concept, including physical, social, temperamental, educational, moral, and intellectual. The null hypothesis was rejected as significant differences were found between the two groups. The study concludes that the use of smart assistive devices positively influences the self-concept of visually impaired students. The findings highlight the importance of integrating smart assistive technologies in educational settings to promote holistic development and psychosocial well-being among visually impaired learners.