Peer study in integrated classroom on social adjustment and self-esteem of visually impaired students

Social adaptation and self-esteem are two essential components for the academic success of visually impaired students, which are affected by various factors. Having a classmate as a learning partner for visually impaired students can help to create and strengthen these psychological characteristics. The purpose of this research was to investigate the effect of peers in the integrated classroom on the social adjustment and self-esteem of visually impaired students. The method used was causal-comparative. The statistical population of this research included all visually impaired students of elementary school. The statistical sample included 20 people (10 people in the experimental group and 10 people in the control group) who were selected using the available method. The measurement tools used in this research were Cooper Smith's self-esteem questionnaire and Inder Bitzen and Foster's social skills scale. The results of the research showed that the presence of peers in the integrated classroom has a positive and significant effect on the social adjustment and self-esteem of visually impaired students.