‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education

Abstract

ABSTRACT 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.