To meet the socio-emotional needs of children with vision impairment, it is important that professionals involved have a good understanding of these needs and are able to interpret children's behaviours. Professionals also need to create contexts that promote social inclusion alongside academic achievement. This is a continuous challenge for professionals but it is crucial both for children's development and for ensuring effective inclusive practices. In this article, research and practice are brought together to explore the needs of children with vision impairment in the area of socio-emotional development and inclusion, and to explore ways of making it happen.
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