Introduction

Childhood visual impairment is defined as irreversible loss of vision or a persistent visual impairment in children aged six to seventeen, that does not improve with refractive surgery or medical treatment [1]. In Malaysia, studies have revealed variability in the anatomical sites contributing to visual impairment, with retinal abnormalities accounting for 33% of cases [2], and the lens identified as the predominant site of visual loss in another study [3]. Many retinal disorders, whether idiopathic or genetic, frequently cause serious visual impairment or blindness. A study of children with genetic retinal diseases found that they had a lower quality of life than those with congenital cataracts, which may be corrected [4]. It highlights the importance of addressing individual needs based on specific anatomical factors affecting vision.

Childhood visual impairment can have long-term effects on education, mental health, social skills, and job opportunities [5]. Consequently, children with retinal problems often require special assistance in school, such as utilizing low vision aids and arranging modifications such as sitting in the front row, larger print materials, and better lighting. Given that many school administrators and management are willing to modify classroom settings for students with visual impairment, eye care specialists must make appropriate recommendations in order to create an environment that addresses the visual needs of students, supporting their academic success and improving their quality of life [6]. Adjustments and modifications aimed at enhancing the classroom environment can be implemented to accommodate students’ visual requirements. These may include modifications to lighting, such as adjustable or controllable lighting systems, as well as determining seating positions based on the severity of visual impairment to meet their specific needs effectively [7, 8].

Adjustable or controllable lighting systems offer flexibility in adjusting illumination levels to accommodate varying visual needs and preferences. For instance, low-vision students may benefit from brighter lighting to enhance contrast and visibility, while others may require softer lighting to minimize glare and visual discomfort. The minimum illumination required for visually impaired students in Malaysia is 400 lux to achieve optimal visual function. To enhance light levels, it is suggested to remove obstacles to natural light and add artificial lighting in special schools in Malaysia [9]

Moreover, determining seating positions based on the severity of visual impairment allows for enhanced clarity of the chalkboard and minimized visual strain to facilitate adaptation in mainstream educational settings. To ensure the teacher’s writing on the blackboard is easily readable from any point in the classroom, the board should be painted either black or green, with a primary reflectance factor of 15–30%. The glare index should be 16, and the illumination level should be set between 150–300 lux for both the blackboard and student desks inside the classroom [10]

Nevertheless, as of now, there are limited recommendations for architectural and visual aspects, encompassing classroom dimensions and capacity, layout, and contrast of materials that are specific to low-vision students to tailor their visual abilities. The allocation of space per student within educational buildings in Malaysia varies according to the type of school. In primary schools, the maximum norm of floor area per student ranges from 7.8 to 18.8 square meters, with preschools excluded from this range [11]. Meanwhile, secondary schools have a norm ranging from 10.5 to 21 square meters per student, yet, there is no specific capacity provision within standard classroom dimensions for visually impaired students. Furthermore, guidelines issued by the Department of Standards Malaysia and the Department of Public Works Malaysia aim to accommodate the general public and persons with disabilities, without specific considerations for visually impaired students [12, 13]. The development of guidelines and recommendations for classroom configurations addressing visual requirements for visually impaired students is crucial to ensure that the involvement and academic performance of these students are not hindered by suboptimal environments.

Methods

Scoping reviews offer particular advantages in investigating new research areas and gaps, as well as elucidating fundamental principles. Considering the objective to comprehensively examine the empirical studies focusing on classroom recommendations and modifications, designed to create an optimal learning environment for visually impaired schoolchildren, addressing their unique visual needs, a decision has been made to conduct a scoping review. In order to ensure transparency and clarity throughout the process, meticulous documentation of the research objectives and methods will adhere to the protocol delineated in this paper. To enhance the systematic process, the study has adopted the PRISMA-P (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) 2015 checklist, refer to Supporting Information (S1 File).

The scoping review will be conducted following the framework presented by Arksey and O’Malley [20] and the methodology provided by Joanna Briggs Institute JBI aimed at evaluating the justification for undertaking a comprehensive review [21, 22].

This recommendation is particularly pertinent as scoping analyses play a crucial role in addressing broader questions, encompassing both quantitative and qualitative literature with minimal restrictions, thereby allowing for the inclusion of a diverse range of evidence sources [23].

A detailed description of ethical permission and disclosure of any conflict of interest should be provided. This study protocol is part of a scoping review for a broader study focusing on visual profiling and classroom settings to meet the visual and academic needs of visually impaired students. The overarching study has been approved by Universiti Kebangsaan Malaysia, with ethics permit JEPUKM_JEP-2023-470.

Limitations

The purposeful investigation is constrained by limitations. Due to human and time resources, the search of databases has been restricted to a specific number. Consequently, any data that is not indexed in these databases will not undergo processing. The search articles and documents are also limited to full text in either English or Bahasa Melayu language. Hence, publications in other languages will therefore not be considered. Moreover, the evaluation of the record’s quality will not be conducted, potentially resulting in the inclusion of studies and publications with deficiencies in their design.

Discussion

Uncorrected refractive errors, classroom overcapacity relative to size, inadequate illumination, and the size of learning materials can all affect students’ perception of information and contribute to visual impairment [26]. The inclusion of visually impaired schoolchildren in education is primarily influenced by the classroom environment which can impact their visual integration and comfort levels [27, 28]. Establishing an inclusive learning environment is crucial, especially during the formative school years, as schools play a vital role in preparing visually impaired students to navigate challenges they may encounter in the broader world [29]. Moreover, studies have suggested that proper modifications can enhance both academic and social experiences for visually impaired students and considering their visual abilities and needs can prepare them for mainstream settings [6, 27, 28, 30]

Simple modifications, such as adjusting the teacher’s handwriting size and seating arrangement, can assist visually impaired students with their visual tasks in the classroom, thereby reducing visual stress. Minor changes in seating arrangements and classroom layout can promote better engagement among special students while fostering independence [31]. Overall, creating an optimal classroom not only facilitates the movement of these students within the built environment but also promotes a friendly design that enhances their use and enjoyment of the space.

Nonetheless, despite the existence of classroom modification and adjustment for visually impaired students in school practices, to date, there appears to be a lack of comprehensive effort to systematically synthesize these resources. This gap underscores the need for a structured approach to gather, analyze, and disseminate relevant information. Therefore, the planned scoping review aims to synthesize existing classroom setting modifications and recommendations, serving as invaluable references for policymakers and researchers striving to design inclusive classroom settings tailored to the unique needs of visually impaired students.

By employing a scoping review protocol, this effort ensures a structured and transparent method for gathering, analyzing, and disseminating relevant information. The systematic synthesis of existing resources not only enhances the reliability and applicability of the findings but also provides practical guidance for creating inclusive learning environments for visually impaired students, thus bridging the gap between research and practice in this critical area.

Furthermore, the sustainability impact of the study extends globally by promoting awareness and advocacy for inclusive education by disseminating the outcome through academic publications, conferences, and professional networks. This can inspire further research and action in the field of inclusive education on a global scale. This ripple effect can lead to sustained efforts to improve educational opportunities and outcomes for visually impaired students worldwide, contributing to a more sustainable and equitable future for all.

Supporting information