“They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment
Paper explores and interprets evidence of inequality for students with vision impairment in higher education. Qualitative and quantitative data are analyse the experiences of students with VI.
Read MoreEvaluating the role of social inclusion in the self-esteem and academic inclusion of adolescents with vision impairment
There is very little research into the social dimensions of school inclusion in adolescents with vision impairment. The authors conducted two empirical studies to examine the following two dimensions of social inclusion in school: school belonging and close relationships at school. The relationship between school belonging and self-esteem and the relationship between close relationships at… Continue Reading Evaluating the role of social inclusion in the self-esteem and academic inclusion of adolescents with vision impairment
Read MoreWhat Schools Need to Know About Fostering School Belonging: a Meta-analysis
The current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. Teacher support and positive personal characteristics were the strongest predictors of school belonging.
Read MoreBeing noticed for the way you are: Social inclusion and high school students with vision impairment
This study explored the social inclusion in high school of Australian students with vision impairment (VI). Five themes encompassed the varying influences on school social inclusion. These were: (a) putting myself forward; (b) knowing me; (c) having control; (d) having a place to shine; and finally a negative influence (e) peer exclusion and rejection. These… Continue Reading Being noticed for the way you are: Social inclusion and high school students with vision impairment
Read More‘Listen, learn, help’: Parental views on specialist vision impairment provision in the United Kingdom
This pilot study aimed to evaluate the perceived effectiveness of provisional arrangement/specialist support from a parental viewpoint. It concluded that parental perception of provisional arrangements is seemingly influenced by the quality of the team supporting their child in educational domains. Future work triangulating parental views with that of the children receiving the support, and support… Continue Reading ‘Listen, learn, help’: Parental views on specialist vision impairment provision in the United Kingdom
Read MorePrimary to high school transition planning for students with disability: A systematic review
This systematic literature review comprises a systematic search locating relevant international research studies published in English in peer-reviewed journals between 2012 and 2022. Thirty-nine articles met the inclusion criteria. The findings emphasise that effective support for students with disabilities requires a personalised, student-centred, and collaborative approach supported by systemic factors (e.g., policies, needs-based resources, and… Continue Reading Primary to high school transition planning for students with disability: A systematic review
Read MoreAssistive technologies to access print resources for students with visual impairment: implications for accommodations in high stakes assessments
This article explores the accessibility of digital versions of Question Papers offered by UK awarding bodies for high stakes externally assessed examinations. It raises concerns that question papers from five out of six providers are not adequately accessible for candidates with visual impairment who use screen reader technologies and so asks broader questions about ways… Continue Reading Assistive technologies to access print resources for students with visual impairment: implications for accommodations in high stakes assessments
Read MoreResearch evidence for mathematics education for students with visual impairment: A systematic review
A systematic review including studies focused on teachers’ attitudes and experiences, the use of abacus, tactile graphics, and the development of mathematical concepts. The results showed that the studies had different aims and methods, and only four studies reported eye disorder diagnoses. The authors conclude that it is to be expected that students with VI… Continue Reading Research evidence for mathematics education for students with visual impairment: A systematic review
Read MoreCareers Education Information and Guidance Support in England. How well does CEIAG in England support young people with vision impairment when preparing for life after school?
Research looking at young people’s experiences of Careers Education Information, Advice and Guidance support in mainstream education in England.
Read MorePerspectives on Implementing the Patient Health Questionnaire-4 in Low-Vision Service Organisations to Screen for Depression and Anxiety
The purpose of the study is to describe the process of implementing a screening questionnaire for depression and anxiety, the Patient Health Questionnaire-4 (PHQ-4), in low-vision service (LVS) organizations.
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