Insights into the Support Services for Students with Vision Impairment

Autor/inn/en	Datta, Poulomee; Palmer, Carolyn
Titel	Insights into the Support Services for Students with Vision Impairment
Quelle	In: Australasian Journal of Special Education, 39 (2015) 2, S.143-158 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2015.8
Schlagwörter	Foreign Countries; Qualitative Research; Visual Impairments; Problem Solving; Student Personnel Services; Semi Structured Interviews; Adolescents; Parents; Adults; Secondary School Students; Vocational Schools; Social Behavior; Academic Achievement; Family Relationship; Social Life; Australia + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Visual handicap; Sehbehinderung; Problemlösen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Eltern; Sekundarschüler; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Social behaviour; Soziales Verhalten; Schulleistung; Soziales Leben; Australien
Abstract	There is a general need for research in Australia on whether the support services provided in schools prove useful for students with disabilities (Datta, 2015; O'Rourke & Houghton, 2006), especially students with vision impairment. This qualitative study aimed to provide insights into the influence of the support services delivered in South Australian schools for students with vision impairments' problem-solving skills, and their family, social, and academic lives. Semi-structured, open-ended interviews were conducted with 14 students with vision impairment (8 adolescents and 6 adults), 5 parents, and 4 teachers. Participating students' age ranged between 15 and 18 years for the adolescent students and between 19 and 25 years for the adult students. Adolescent students were enrolled in mainstream and specialist secondary schools, and adult students were enrolled in vocational courses at TAFE Institutes. The data reflected a range of viewpoints from which to examine the problem under investigation. The interview responses from the 3 groups of participants revealed that the support services positively influenced students' problem-solving skills, their social behaviour, and their academic learning. Although most students with vision impairment felt that the support services had no influence on their family relationships, their parents and teachers considered it had helped in the students' family lives. The interviews were particularly useful in evaluating the support services that students with vision impairment received. These findings have implications for teachers, special educators, policymakers, and a range of professionals in the education and special education sector in highlighting modifications and improvements in the support services for these students. This study has provided a limited basis for generalising to any wider population beyond the participants themselves due to the study's small sample size and diversity of educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01