Impact of Cognitive Functions and Self Identity on Academic Performance Among Children with Visual Impairment

Abstract

The present research is trying to understand the impact of cognitive functions and newlineself-identity on the academic performance of children with visual impairment. The design newlineadopted for the study is sequential explanatory and the sample of the study is children newlinewith visual impairment belonging to 09-15 age groups from different schools of newlineTamil Nadu state. The sample size of the study is 500. Standardized and adapted tools newlinesuch as Malin s intelligence test, Rosenberg self-esteem scale, Cheek aspects of identity newlinequestionnaire, body image questionnaire, coping strategy questionnaire, and academic newlineregulation questionnaire were used for collecting data. The univariate analysis results newlineshow a low but positive correlation (0.1lt0.2) between academic performance, cognitive newlinefunctions and self-identity. Intelligence, meta-cognition, self-esteem, aspects of identity, newlineand academic well-being are influencing academic performance (plt.05) but body newlineimage,coping strategy and academic efficiency (pgt.05) are not significantly influencing newlinethe academic performance. However, the academic performance is not varying as per newlinethe differences in degree of visual impairment (plt.05). Among the socio-demographic newlinevariables only the presence of consanguineous marriage has a significant association newlinewith academic performance (0.020). The theme analysis on case studies emerged with newlinethree different but connected themes such as learner, content and environment concerning newlinethe class room learning. The study concludes by asserting for the creation of an newlineoptimal learning environment for children with visual impairment. newline