Pedagogical Strategies for Blind-Autistic Students: A Literature Review

Abstract

This concept paper elucidates the critical importance of education for students with special educational needs (SEN), specifically those with blind-autism, and examines the pedagogical strategies employed by special education teachers to facilitate their academic growth. The discourse highlights the imperative of inclusive educational practices through the lens of Sustainable Development Goal 4 (SDG 4) in Malaysia, which underscores quality education for all. Special education teachers are pivotal in fostering an environment conducive to the distinctive requirements of blind-autistic students, ensuring that these students receive tailored educational experiences that accommodate their unique challenges and strengths. The collaborative efforts among special education teachers, transdisciplinary professionals, parents, and the broader community are emphasized as vital in nurturing the holistic development of blind-autistic students. This integrative approach underscores the necessity of a cohesive support system that extends beyond the classroom, ensuring that educational strategies are reinforced in various aspects of the students' lives. The paper posits that with a comprehensive, adaptive, and sustained pedagogical framework, educators can significantly enhance the learning trajectories of blind-autistic students. By embedding holistic methodologies and continuous support mechanisms, teachers can cultivate an educational milieu that not only meets the academic needs of these students but also promotes their overall well-being and potential for lifelong learning. Thus, this paper advocates for a robust, inclusive education system where blind-autistic students are empowered to achieve their fullest educational potential, aligned with the broader goals of equity and quality in education espoused by SDG 4.