'I Usually Never Got Involved': Understanding Reasons for Secondary Students with Visual Impairments Leaving Mainstream Schooling in Germany

Autor/inn/en	Giese, Martin; Greisbach, Michaela; Meier, Michelle; Neusser, Theresa; Wetekam, Nino
Titel	'I Usually Never Got Involved': Understanding Reasons for Secondary Students with Visual Impairments Leaving Mainstream Schooling in Germany
Quelle	In: European Journal of Special Needs Education, 37 (2022) 2, S.264-277 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giese, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1872997
Schlagwörter	Foreign Countries; Student Attitudes; Mainstreaming; Special Schools; Visual Impairments; Students with Disabilities; Barriers; Student Needs; Interpersonal Relationship; Educational Environment; Secondary School Students; Inclusion; Grade 12; Elementary Secondary Education; Student Experience; Decision Making; Germany + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Special school; Sonderschule; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sekundarschüler; Inklusion; School year 12; 12. Schuljahr; Schuljahr 12; Studienerfahrung; Decision-making; Entscheidungsfindung; Deutschland
Abstract	The study aims for identifying the driving forces that lead German children with VI to switch from mainstream schooling to special schooling. The results are intended to provide more understanding from the perspective of these students about how school settings for students with and without visual impairment can be designed with as few barriers as possible to meet these students' specific needs. Six female and four male students, who have been schooled inclusively during their school career and then made the decision to be educated in the upper "Gymnasium" (grammar school) classes at a special school participated in the present study. It is apparent that all of the students had extensive experiences of exclusion in mainstream schooling. The results show perceived barriers on the school and instructional-organisational level, as well as problems on the level of social-emotional relationships with fellow students and teachers. It is evident that the perception of barriers increases with the length of school attendance and that private supplementary involvement is described as the most important resource. In consideration of the results a two-level model of school inclusion barriers for children with VI is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11