摘要：This paper explores the theoretical foundations supporting the social integration of visually impaired students in mainstream classes, focusing on inclusive education theory and social integration theory. The inclusive education theory, emerging from the global education movement in the 1990s, emphasizes equal educational opportunities and adaptive adjustments in teaching environments, curricula, and support systems. It is theoretically rooted in social constructivism and the theory of multiple intelligences, advocating for knowledge construction through social interaction and the development of diverse intelligences in inclusive settings. Practical implementations include curriculum adaptation (e.g., braille materials), diversifed teaching methods, and barrier-free campus environments.The social integration theory defnes integration as a process of mutual adaptation between individuals/groups and mainstream society, covering cultural, structural, and attitudinal dimensions. Originating from the Chicago School’s research on immigrant adaptation, it distinguishes between “assimilationism” and “pluralism.” For visually impaired students, the pluralistic perspective is more relevant, emphasizing respect for their unique culture while ensuring equal participation. Realizing social integration requires multi-stakeholder support in education, employment, and community engagement to foster psychological belonging and social participation.