The impact of braille literacy on life outcomes of people with blindness or low vision
A secondary analysis of oral histories in Australia
Bibliographic Data
| ID | 7161123 |
|---|---|
| Authors | Aasha Rose (0009-0004-3194-0449, University of Southern Queensland Toowoomba Queensland Australia, corresponding author) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70053 |
| OpenAlex | W4416985186 |
| Language | EN |
| References cited | 28 |
Globally, education systems have undergone a significant shift—from the institutionalisation of people with disabilities to inclusion within mainstream schooling. This research explores the impacts of historical education practices for people with blindness or low vision (BLV), particularly those educated in specialised residential institutions during the 1930s–1940s in Melbourne, Australia. This study employs qualitative secondary analysis (QSA) to examine existing interview data collected by other researchers. The data includes perspectives from older Australians with BLV who were students, educators, nurses, or carers at a residential school for the blind during the early 20th century. The narratives reveal benefits and limitations of institutional education. While not advocating for a return to segregation, the study highlights how community and shared identity among students with BLV may have supported social and educational development within education. These findings offer a rare lens through which to understand the long‐term effects of specialised education for people with BLV. They also provide a foundation for future comparative research with younger cohorts educated in inclusive mainstream environments. By contributing to this evolving dialogue, the study offers insights for policymakers and educators seeking to improve educational access, community belonging, and equitable outcomes for students with BLV, particularly braille users
Blindness · Braille · Independent living · Institutionalisation · Literacy · Mainstream · Narrative · Qualitative research · Disability Rights and Representation · Inclusion and Disability in Education and Sport · Ophthalmology and Visual Impairment Studies
Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide
The paradoxes of inclusion
Challenging perspectives
Special Education and Meritocratic Inclusion
Hot Leadership, Cool Leadership
Reworking Qualitative Data
From Darkness to Sunshine
Does the type of educational setting (mainstream or specialist schools) and degree of impairment (low vision or blindness) have any influence on self-concept
In Their Own Voices
Techniques to Identify Themes
| Highly cited | No |
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