Come willing to learn’
Experiences of parents advocating for their children with severe vision impairments in Australian mainstream education
Bibliographic Data
| ID | 12579151 |
|---|---|
| Authors | Melissa Cain (0000-0001-8628-876X, Australian Catholic University, corresponding author), Melissa Fanshawe (0000-0001-7399-7663, University of Southern Queensland), Polly Goodwin (Childrens Services, Vision Australia Melbourne) |
| Year | 2021 |
| Volume | 28 |
| Issue | 7 |
| Pages | 1166-1184 |
| Publication date | 2021-09-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2021.1983879 |
| OpenAlex | W3203447725 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school culture, teacher-parent communication, and competing agendas. Using Interpretative Phenomenological Analysis, the authors provide illuminating data on three broad themes: parents’ experiences of advocating for their children, parents’ experiences of utilising support networks and funding, and parents’ suggestions for schools and teachers. Important recommendations for teachers, schools, parents, students, and service providers are offered, with specific advice to develop a community of care, collaboration, and high expectations for students with vision impairment
Ableism · Inclusion (mineral · Interpretative phenomenological analysis · Mainstream · Mainstreaming · Medical education · Pedagogy · Perception · Political science · Qualitative research · Social science · Sociology · Special education · Family and Disability Support Research · Gender Studies · Inclusion and Disability in Education and Sport · Medicine · Nursing · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |