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The impression that I get: educational inclusion explored through the voices of young people with vision impairment

The impression that I get: educational inclusion explored through the voices of young people with vision impairment
The impression that I get: educational inclusion explored through the voices of young people with vision impairment
Despite the notion of educational inclusion of students with disabilit ies increasing in popularity, the day-to-day reality of its effectiven ess remains mostly unknown. This paper reports key findings of a small -scale qualitative study that was conducted with a group of young peop le with vision impairment who attended an inclusive secondary school. The aim of the research was to ascertain their voiced experiences of t heir inclusion. Relevant to the study was the researcher’s insid er status, which allowed for his unique insight and shared experiences with participants to influence data collection and analysis. The stud ents reported a constant trade off that occurred between their aspirat ions for access and autonomy and practices of other stakeholders in th e school that both facilitated and inhibited their inclusion. In sum, the students’ inclusion was ineffective because of habitual inhi biting actions of others. Recommendations are made based on Slee’ ;s (2001) call for altered teaching and learning realities to promote educational inclusion, and a model of social justice that could bring about increased student agency (Higgins, Macarthur & Kelly, 2009).
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Wright, J.
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Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Wright, J.
0e44bc52-c4b3-4173-80e8-01753593b12d

Whitburn, Ben (2013) The impression that I get: educational inclusion explored through the voices of young people with vision impairment. Wright, J. (ed.) AARE Annual Conference 2011, , Hobart, Australia. 13 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

Despite the notion of educational inclusion of students with disabilit ies increasing in popularity, the day-to-day reality of its effectiven ess remains mostly unknown. This paper reports key findings of a small -scale qualitative study that was conducted with a group of young peop le with vision impairment who attended an inclusive secondary school. The aim of the research was to ascertain their voiced experiences of t heir inclusion. Relevant to the study was the researcher’s insid er status, which allowed for his unique insight and shared experiences with participants to influence data collection and analysis. The stud ents reported a constant trade off that occurred between their aspirat ions for access and autonomy and practices of other stakeholders in th e school that both facilitated and inhibited their inclusion. In sum, the students’ inclusion was ineffective because of habitual inhi biting actions of others. Recommendations are made based on Slee’ ;s (2001) call for altered teaching and learning realities to promote educational inclusion, and a model of social justice that could bring about increased student agency (Higgins, Macarthur & Kelly, 2009).

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More information

Published date: 2013
Venue - Dates: AARE Annual Conference 2011, , Hobart, Australia, 2011-10-11

Identifiers

Local EPrints ID: 471020
URI: http://eprints.soton.ac.uk/id/eprint/471020
PURE UUID: fc340cb5-8577-4c33-8c35-ae9d8eb682b2
ORCID for Ben Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 24 Oct 2022 16:49
Last modified: 17 Mar 2024 04:13

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Contributors

Author: Ben Whitburn ORCID iD
Editor: J. Wright

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