Students with visual impairment do experience discrimination, stigmatization, neglect and isolation from significant others around them. These unsavory experiences do have significant impact on their normal learning process. Although several studies have been conducted on the teaching and learning of students with visual impairment, little or no attention is paid to the impact of certain factors affecting their academic achievement. This study, therefore, examined the influence of self-concept and social acceptance on academic achievement of students with visual impairment in Oyo state. Using descriptive research design of correlational type, twenty-seven students with visual impairment were selected using enumerative sampling technique from junior secondary schools in Oyo State. A structured questionnaire having three research instruments were used for data collection: Self-concept Scale for Blind Adolescents (r = 0.82), Social Acceptance Scale (r = 0.72) and Academic Achievement Test (r = 0.75). Two hypotheses were tested at the 0.05 level of significance. Data obtained were analysed using Pearson product moment correlation statistics. The results indicated that there was significant relationship between academic achievement and self-concept of students with visual impairment in Oyo state (r = 0.21; P < .05) and social acceptance and academic achievement of students with visual impairment in Oyo state (r = 0.36; P< .05). Based on the findings, recommendations were made that parents of children with visual impairment should treat all children equally with their sighted peers to improve their self-concept which will impact positively on their academic achievement in school, special educators should be given methodological guidance in order to work on this throughout the educational process for students with visual impairment to enhance their academic achievement.

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