Catering for specialized needs of students with vision impairment in mainstream classes : Listening to students’ voices for academic, physical and social inclusion

Book chapter


Cain, Melissa. (2020). Catering for specialized needs of students with vision impairment in mainstream classes : Listening to students’ voices for academic, physical and social inclusion. In In van Rensburg, Henriette and O'Neill, Shirley (Ed.). Inclusive theory and practice in special education pp. 192-211 IGI Global. https://doi.org/10.4018/978-1-7998-2901-0
AuthorsCain, Melissa
Editorsvan Rensburg, Henriette and O'Neill, Shirley
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.

Page range192-211
Year2020
Book titleInclusive theory and practice in special education
PublisherIGI Global
Place of publicationBrisbane
ISBN9781799829010
1799829014
9781799829027
9781799829034
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-7998-2901-0
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2020
Publication process dates
Deposited30 Sep 2021
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