ArticlePloS one2025
Classroom settings for visually impaired schoolchildren: A scoping review.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Visually impaired schoolchildren require classrooms tailored to their visual abilities and needs, as outlined in existing literature detailing optimal modifications, recommendations, and guidelines. The study aims to review existing literature on classroom modifications for visually impaired schoolchildren, outlining recommendations for creating ideal classrooms within mainstream physical settings. After initial screening, 712 publications (698 from databases and registers, and 14 from other methods) were identified for detailed review, of which 17 were ultimately eligible for inclusion. Through a systematic review of PubMed, Scopus, and Web of Science databases, along with additional sources up to February 2024, this research analyzed articles published from 1999 to 2024. A qualitative, thematic analysis was conducted on the included articles. Criteria included peer-reviewed journals, theses, and conference papers focusing on classroom settings for visually impaired schoolchildren aged 7 to 18. Key questions addressed are: 1) What classroom settings suit the needs of visually impaired schoolchildren? 2) What recommendations are tailored to visually impaired schoolchildren to create a conducive classroom environment? Analysis of 7 journal articles and 10 other publications revealed two main themes: optimizing classroom configuration and enhancing visual comfort. Articles primarily focused on suggestions for classroom layout, particularly furnishing arrangement (41%, n = 7) and enhancing lighting conditions (41% n = 7). However, concerns were raised about standard furniture designs and the need for tailored seating arrangements to meet the visual demands of visually impaired schoolchildren. Conclusion: This review provides valuable insights into creating optimal classroom settings for visually impaired schoolchildren, ensuring equal learning opportunities in a supportive environment tailored to their needs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.