General Education School Experiences of Individuals with Visual Impairments

Vollständiger Abstract

Worum geht es in dieser Arbeit?

This qualitative study examines the dual nature of inclusion to uncover the negative challenges students encounter and the factors that alleviate these barriers to promote positive outcomes. Semi-structured interviews were conducted with seven adults (six women, one man) possessing congenital visual impairments (VI) who participated in general education classrooms during portions of their primary and secondary education. The data were analyzed utilizing a six-phase thematic analysis process. Four overarching themes that reflect participants’ accounts were identified, namely, (1) pervasive peer bullying, (2) refusing assistive devices, (3) lack of appropriate accommodations, and (4) factors contributing to positive experiences. Notwithstanding significant social trauma and institutional neglect, all participants attained advanced academic milestones, facilitated by self-advocacy, extracurricular engagement, and supportive educators. To convert policy into equitable practice, educational institutions must proactively foster inclusive settings by normalizing assistive technology, imposing stringent anti-bullying measures, and equipping general educators with specialized training to apply accommodations efficiently.