This study examines the development, challenges, and educational approaches for visually impaired children in Malaysia, framed within the goals of inclusive education as outlined by Sustainable Development Goal 4 (SDG 4). Despite progressive policies, significant challenges persist, including limited access to specialized resources, inconsistent quality across regions, and a lack of adequately trained educators. The study aims to explore the historical development of special education for visually impaired children, classify visual impairments, and examine various learning mediums. Using a qualitative literature review, data were collected from academic and government source. Findings reveal notable gaps in resource allocation and instructional frameworks, especially in rural areas, where visually impaired children face greater educational barriers. The study's implications underscore the need for standardized frameworks and increased resource distribution to ensure equitable access to quality education. Future research should address the long-term impact of dual media learning and investigate best practices from global contexts to enhance Malaysia's approach to visual impairment education. Aligned with SDG 4, the findings advocate for collaborative efforts between educators, policymakers, and community stakeholders to create an educational landscape where visually impaired children can fully engage and thrive academically and socially.