Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes: Listening to Student Voices for Academic, Physical, and Social Inclusion

Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 (2020) Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes: Listening to Student Voices for Academic, Physical, and Social Inclusion. In: Inclusive Theory and Practice in Special Education. IGI Publishing (IGI Global), Hershey, United States, pp. 192-211. ISBN 9781799829010

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Abstract

Thousands of students with vision impairment or blindness attend mainstream schools in Australia. Their experiences depend on multiple pertinent factors, including teachers’ understanding of the legal requirements to abide by the inclusive education agenda, schools’ understanding of the nature of vision impairments, and the challenges they present to learning. Educators’ willingness to take on advice regarding adjustments to the curriculum, assessment, technology, and learning environment are also critical to success for such students. This chapter puts forward the voices of students with vision impairment or blindness to provide a picture of the types of alternative formats used in schools today, including braille and assistive technologies. The voices share how important it is for students to be included in all areas of their education to achieve a sense of belonging and acceptance affording them true inclusion. A list of practical recommendations to assist teachers encourage inclusion academically, socially, and physically is detailed in this chapter.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 26 Aug 2020 03:55
Last Modified: 08 Oct 2020 04:15
Uncontrolled Keywords: Adaptive technology, Blindness, Independence, Inclusion, Expanded core curriculum, Student voice, Vision impairment, Visual Fatigue, Well-being
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390411 Special education and disability
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: https://doi.org/10.4018/978-1-7998-2901-0.ch010
URI: http://eprints.usq.edu.au/id/eprint/37322

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