Abstract
Natural daylight plays an important role in the design of educational buildings because it affects energy performance, indoor environmental quality, and visual comfort. For pupils with visual impairments, appropriate lighting conditions are particularly important because they influence reading ability, visual endurance, and spatial orientation within learning environments. The research evaluates documented sustainable daylighting strategies and examines their implications for sensory-inclusive learning environments in Lagos secondary schools serving visually impaired pupils. A qualitative document-based analytical approach was adopted, drawing on peer-reviewed literature, published architectural case studies, and recognised lighting standards. Three case studies were selected because they provide both local and international examples of schools designed for visually impaired pupils: Pacelli School for the Blind in Lagos, Nigeria; Singapore School for the Visually Handicapped in Singapore; and Hazelwood School in Glasgow, United Kingdom. Documented daylighting strategies were analysed in relation to illuminance adequacy, luminance uniformity, and glare conditions, and interpreted in relation to visual comfort requirements and principles of sensory-inclusive design. Findings show that the international case studies integrate deliberate daylight control strategies such as external shading, diffused glazing, recessed openings, and daylight redirection systems. These strategies are associated with more uniform illumination, reduced glare, and visually stable classroom environments. By comparison, many school buildings in Lagos rely primarily on side windows with limited daylight control, a condition that can produce uneven illumination and glare within classrooms. The study demonstrates that sustainable daylighting strategies support both environmental performance and accessibility when they are carefully designed to regulate light entry and distribution. It proposes daylighting design guidelines that respond to the climatic and educational context of Lagos.