Whitburn, Ben (2013) Accessibility and autonomy preconditions to ‘our’ inclusion: a grounde d theory study of the experiences of secondary students with vision im pairment. Journal of Research in Special Educational Needs, 14 (1), 3-15. (doi:10.1111/1471-3802.12014).
Abstract
In this paper, I report core findings of a small-scale qualitative stu dy that I conducted with a group of young people with vision impairmen t who attended an inclusive secondary school in the Australian state o f Queensland. My objective was to capture their voiced experiences of their schooling through face-to-face interviews and to develop a subst antive theory that was grounded in the collected data. Relevant to the study was my status as an insider researcher, which impacted both dat a collection and analysis. Here, I develop the methodological process that I followed and present core findings of the study. These findings shed light on the practices within schools that are designed to promo te inclusion yet perpetuate exclusion for students with impaired visio n.
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