Literature Review: Direct (Concrete) Experience-Based Learning Strategies and Emotional Support and Motivation for Visually Impaired Children
Abstract
learning and emotional and motivational support in enhancing the learning effectiveness of visually
impaired children in inclusive schools. This study employs a Systematic Literature Review (SLR)
approach by examining ten academic articles published between 2022 and 2025 that focus on the
education of children with special needs. The analysis revealed that visual impairments cause
visually impaired children to face barriers in understanding abstract concepts presented visually,
so they require concrete experiences to fully grasp the learning material. Experiential learning
strategies have proven effective because they enable children to learn through tactile, auditory, and
kinesthetic activities that stimulate cognitive processes and enhance active engagement.
Furthermore, emotional support from teachers—in the form of empathy, psychological support,
and positive reinforcement—plays a crucial role in building students’ self-confidence and intrinsic
motivation. The synergy between concrete experiences and emotional support results in more
meaningful and humanistic learning that focuses not only on academic outcomes but also on the
psychological well-being of visually impaired children. This study underscores the importance of
the teacher’s role as a facilitator who understands students’ emotional needs and individual
learning characteristics. Further research is recommended to test the effectiveness of these
strategies through an empirical approach in inclusive schools to obtain practical data that supports
the development of adaptive learning models for students with visual impairments.
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