The impact of vision impairment on students' self-concept

Journal article


Datta, Poulomee and Talukdar, Joy. (2016). The impact of vision impairment on students' self-concept. International Journal of Inclusive Education. 20(6), pp. 659 - 672. https://doi.org/10.1080/13603116.2015.1111441
AuthorsDatta, Poulomee and Talukdar, Joy
Abstract

This study investigated the self-concept of students with vision impairment who were placed in specialist and mainstream educational settings in South Australia. Self-Concept was explored across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The ‘Tennessee Self-Concept Scale: Second Edition’ was administered to 25 students with vision impairment (13 females and 12 males). Participating students’ age ranged between 15 and 25 years and they were included from all levels of vision impairment. The visual acuity of the participants ranged from 6/18 or less (low vision) to 3/60 and less (blindness). Although the majority of the students with vision impairment obtained low scores on all dimensions of self-concept, namely physical, moral, personal, family, social and academic, some students obtained normal scores in relation to family and academic self-concepts. There were no significant differences between female and male students with vision impairment across the six dimensions of self-concept and thus total self-concept. These findings have implications for teachers, special educators, policy-makers and a range of professionals in the education and special education sector in enabling greater understanding of the self-concept accomplishment of the students with vision impairment. However, this study has limited scope for generalisation of the study's conclusions due to the study's small population sample size.

Keywordsself-concept; students with vision impairment; adolescents; adults; South Australia
Year2016
JournalInternational Journal of Inclusive Education
Journal citation20 (6), pp. 659 - 672
PublisherRoutledge, Taylor and Francis
ISSN1360-3116
Digital Object Identifier (DOI)https://doi.org/10.1080/13603116.2015.1111441
Scopus EID2-s2.0-84949558634
Page range659 - 672
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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