Published Paper Details:

This study investigates differences in self-esteem and self-concept between children with visual impairment (VI) and their sighted peers. A sample of 120 students (60 with VI and 60 sighted), aged 10-16 years, participated in the study. The Rosenberg Self-Esteem Scale (RSES) and the Tennessee Self-Concept Scale (TSCS) were administered in accessible formats. A comparative, cross-sectional design was adopted, and both descriptive and inferential statistics were used. The findings (illustrative data) revealed that students with VI scored significantly lower on overall self-esteem and academic/physical self-concept, but were comparable to sighted peers in social and moral self-concept domains. Qualitative responses indicated that peer acceptance, teacher support, and parental attitudes strongly influenced self-perception. The study recommends inclusive psychosocial support programmes, counselling interventions, and peer sensitization to promote healthy self-development among children with Visual Impairment.