How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School

Autor/inn/en	Vik, Astrid Kristin; Lassen, Liv M.
Titel	How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School
Quelle	In: International Journal of Disability, Development and Education, 57 (2010) 3, S.279-298 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Inclusive Schools; Visual Impairments; Coping; Reading Skills; Foreign Countries; Special Needs Students; Severity (of Disability); Mainstreaming; Reading Assignments; Braille; Reading Difficulties; Stress Variables; Problem Solving; Emotional Response; Interviews; Help Seeking; Norway + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Visual handicap; Sehbehinderung; Bewältigung; Reading skill; Lesefertigkeit; Ausland; Sonderpädagogischer Förderbedarf; Schweregrad; Reading difficulty; Leseschwierigkeit; Problemlösen; Emotionales Verhalten; Interviewing; Interviewtechnik; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Norwegen
Abstract	This article explores how 11 pupils with severe visual impairment cope with reading activities in inclusive Norwegian schools. All pupils received instruction in braille and print, and used an audio-text format. Having multiple reading options provided possibilities for pupils to achieve reading skills, but also generated stress. Theories of stress and coping used to analyse the pupils' descriptions of the reading challenges indicated that pupils used various problem-focused and emotion-focused strategies, making it possible for resource-strong pupils to excel. Resource-weak pupils, however, daily struggled with or avoided reading. Some refocused their efforts towards joyful non-reading activities. When professional competence and support in choosing reading media was minimal, option availability became a burden and left pupils to cope on their own. (Contains 1 note, 4 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10