9 Copyright © Canadian Research & Development Center of Sciences and Cultures ISSN 1927-0232 [Print] ISSN 1927-0240 [Online] www.cscanada.net www.cscanada.org Higher Education of Social Science Vol. 18, No. 2, 2020, pp. 9-13 DOI:10.3968/11661 Educating Students With Visual Disability in the State of Kuwait: Literature Review and Recommendations Ibrahim El-Zraigat [a],* ; Mubarak Alshammari [b] [a] The University of Jordan, Amman – Jordan. [b] College of Basic Education, Public Authority for Applied Education and Training (PAAET), Kuwait. * Corresponding author. Received 1 March 2020; accepted 14 May 2020 Published online 22 May 2020 Abstract The primary purpose of this study was to review the educational process of student with visual disability in Kuwait. The visual impairment is one of the special education classes that attracted the attention and attention of researchers and educators. Students with visual impairment show various educational and psychological needs, and the assessment determines the nature of these special needs. Meeting these needs requires specialized educational programs and a variety of services to achieve their maximum potential optimal level of adjustment. The present study is considered a theoretical study. The review indicated that students with visual disability have a wide range of characteristics and specialized needs. Visual disability negatively affected students’ especially academic achievement, nonverbal communication, as well as psychosocial development. These needs require special services in order to meet them. The study ended by offering a number of conclusions and recommendations for better education of this group of disability. Basically, there is a need to rethink with the educational procedures used and develop their education. Key words: Educating Students with Visual Disability; Special needs, Kuwait El-Zraigat, I., & Alshammari, M. (2020). Educating Students With Visual Disability in the State of Kuwait: Literature Review and Recommendations. Higher Education of Social Science , 18 (2), 9-13. Available from: URL: http:// www.cscanada.net/index.php/hess/article/view/11661 DOI: http://dx.doi.org/10.3968/11661 INTRODUCTION Visual disability is a special education category that has a wide interest in researchers, teachers, and program providers. The visual disability negatively affects the acquired experiences and the various developmental aspects. Minimizing the negative impact of visual disability requiring relevant services to achieve maximum potential of students with visual disability (El-Zraigat, 2006). In order to understand the special needs of students with visual disability, this requires us to understand students with low vision and blind as well as special modifcations needed; however, those student may benefts from using assistive technology in learning environment according to their unique needs, especially enhancing reading and writing skills (Alves, Monteiro, Rabbelo, Gasparretto, & Carvalho, 2009). Visual disability is categorized into two main types: low vision and blind. Student with low vision are the pupils who use sight in learning, but their visual abilities or visual disability affect their daily functional capabilities. While blind students are individuals who use touch and hearing for learning and have no functional use of vision (Smith, 2007). To determine the nature of the special educational needs of students with visual disability, this requires a comprehensive evaluation of them to understand the nature of these needs. The main objective of the evaluation is to identify the special needs of targeted students. This process increases the ability and capabilities of teachers and those involved in delivering programs to develop special educational plans and provide the programs necessary to meet them (El-Zraigat, 2006). Therefore, the frst step in providing special educational programs is to conduct a comprehensive assessment of special needs and then set special goals aimed at satisfying these needs, and achieve the goals through special programs (Offce of Special Education and Rehabilitative Services (OSERS) (2000).