@article{oai:iuhw.repo.nii.ac.jp:00001060,
 author = {Faramarz, SAMIFANNI},
 issue = {2},
 journal = {国際医療福祉大学学会誌, Journal of the International University of Health and Welfare},
 month = {Aug},
 note = {Objective: This study reports on the inclusion of visually impaired (VI) learners in mainstream classrooms.  In order to eliminate illiteracy, UNESCOʼs Sustainable Development Goal (SDG) number 4 on education emphasized “inclusion and equity” as basic fundamentals for “quality education and learning.” As schools support and implement this campaign, there are points in this advocacy that are left uncovered or overlooked by the implementer. This rapid review intends to synthesize the perceptions and learning culture occurring within the mainstream classrooms where learners with visual impairment are included.
Methods: This rapid review performed a systematic search through ERIC, Google Scholar, JSTOR, PubMed, ResearchGate, Semantic Scholar, and Springer databases to identify articles published in English in peer-reviewed journals from 2001 to 2019. Included publications were considered if they discussed mainstreaming VI learners in class. The entire selection process revealed 75 published studies which qualified for review and thematic analysis.
Results: Three major themes on the perspective of the teachers and students, together with appropriate teaching/learning strategies for VI learners in mainstream classrooms were identified.
Conclusion: In an inclusive setting, teachers and VI learners face challenges requiring attention and intervention from proper authorities. Recommendations for further research were suggested.},
 pages = {73--83},
 title = {Perspectives and learning culture regarding the inclusion of visually impaired learners in mainstream classrooms: a qualitative rapid review},
 volume = {25},
 year = {2020}
}