Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 108-118 |
| Number of pages | 11 |
| Journal | International Journal of Disability, Development and Education |
| Volume | 61 |
| Issue number | 2 |
| Early online date | 9 May 2014 |
| DOIs | |
| Publication status | Published - 9 May 2014 |
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“They think they know what’s best for me” : an interpretative phenomenological analysis of the experience of inclusion and support in high school for vision-impaired students with albinism. / Thurston, Mhairi.
In: International Journal of Disability, Development and Education, Vol. 61, No. 2, 09.05.2014, p. 108-118.Research output: Contribution to journal › Article
TY - JOUR
T1 - “They think they know what’s best for me”
T2 - an interpretative phenomenological analysis of the experience of inclusion and support in high school for vision-impaired students with albinism
AU - Thurston, Mhairi
PY - 2014/5/9
Y1 - 2014/5/9
N2 - The challenges of social inclusion and access to the curriculum facing students with visual impairment in schools are well documented. The refreshed UK Vision Strategy (2013) seeks to improve education for students with vision impairment. In order to do this, it is important to understand how students with visual impairment experience education. This study used interpretative phenomenological analysis to examine and understand the way in which two vision-impaired students with albinism experienced inclusion and support in high school. The students, aged 16 and 15, had approximately 10% functional vision, stable from birth and had a record of additional support needs at their respective schools. They were interviewed using a simple schedule of open questions to explore their perceptions of inclusion and of using low-vision aids in school. The two main themes that emerged from the interviews were experiencing low vision in school and experiencing additional support in school. A negative cycle of inclusion was identified based on the students’ internalised feelings of difference. Discrepancy was identified between the low-vision aid priorities identified by experts and those identified by students. Recommendations are made to address these issues.
AB - The challenges of social inclusion and access to the curriculum facing students with visual impairment in schools are well documented. The refreshed UK Vision Strategy (2013) seeks to improve education for students with vision impairment. In order to do this, it is important to understand how students with visual impairment experience education. This study used interpretative phenomenological analysis to examine and understand the way in which two vision-impaired students with albinism experienced inclusion and support in high school. The students, aged 16 and 15, had approximately 10% functional vision, stable from birth and had a record of additional support needs at their respective schools. They were interviewed using a simple schedule of open questions to explore their perceptions of inclusion and of using low-vision aids in school. The two main themes that emerged from the interviews were experiencing low vision in school and experiencing additional support in school. A negative cycle of inclusion was identified based on the students’ internalised feelings of difference. Discrepancy was identified between the low-vision aid priorities identified by experts and those identified by students. Recommendations are made to address these issues.
U2 - 10.1080/1034912X.2014.905054
DO - 10.1080/1034912X.2014.905054
M3 - Article
VL - 61
SP - 108
EP - 118
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
SN - 1034-912X
IS - 2
ER -