Taking Culture into Account: A Maori Perspective on Visual Impairment

Abstract

Jill Bevan-Brown and Taingunguru Walker There is substantial research evidence showing that ethnic culture affects how disability is perceived and managed, and that taking a person's culture into account maximizes the effectiveness of the person's education (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010; Bevan-Brown, 2002; Massey University, 2002). Research on the cultural implications of visual impairment is relatively scarce, however, as are accounts of culturally appropriate provisions for students who are visually impaired and who are from ethnic minority groups. This article contributes to addressing this gap in knowledge by describing research that investigated the life experiences of persons who are visually impaired and Maori, the indigenous people of New Zealand. The study identified the general, educational, and cultural barriers faced by the participants and their suggestions for how these barriers may be overcome. Although the findings relate to a specific ethnic group, they raise issues that deserve consideration for all people who are visually impaired regardless of their ethnicity. METHODS The study involved in-depth, face-to-face interviews conducted by two researchers, both of whom are Maori. One researcher is visually impaired. Ethical approval from the Massey University Human Ethics Committee was obtained. Approval and support were also given by executive committee members of Ngati Kapo, a national provider of Maori health and disability services run by and for Maori who are visually impaired (for more information, visit: ). Participants From a list of Ngati Kapo members, purposive sampling was used to identify prospective participants in a specific geographic area. All who were approached agreed to participate, resulting in a sample of 8 men and 2 women. Of the 10 participants, 2 young men were attending secondary school, 3 were aged 20-60, and 3 were aged 60 or older; 1 woman was in her 50s, and the other was aged 76. Five participants had studied or were still studying at the tertiary level. Two of these participants studied at waananga (Maori universities), and the other three attended mainstream universities. The degree of visual impairment varied among the participants. All met the Royal New Zealand Foundation of the Blind (n.d.) criteria for registration: a visual acuity of 6/24 (20/80) in the better eye after correction or a field of view that does not exceed 20 degrees at its widest angle. One participant was totally blind, and one had low vision from birth. Data collection and analysis Although a formal questionnaire was used, the interviews were more in the nature of informal chats covering a wide range of topics introduced by the researchers and participants. The discussions focused on barriers that the participants faced, helpful services and strategies, and suggestions for improving education and services to Ma ori who are visually impaired. The interviews were approximately two hours long and were conducted in the homes of 9 participants and the workplace and home of the other participant. Five of the 10 interviews also included whanau (extended family members) who contributed information. The interviews were audiotaped and transcribed, and a thematic approach was used to analyze the data. Barriers experienced and suggestions for overcoming them were sorted into three areas: general, educational, and cultural. A compact disc (CD) that provided a record of the results of the research was sent to each participant. The results were shared with participants to give them the opportunity to provide feedback on the findings. RESULTS General barriers Nine general barriers were identified. These barriers were psychological and practical adjustments to becoming blind; difficulty in maintaining relationships and forming new ones; negative attitudes, perceptions, and the lack of understanding of visual impairment by others; problems associated with restricted mobility, such as inaccessible and costly public transportation, unhelpful bus drivers, and footpaths in disrepair; bureaucratic-related difficulties in accessing resources and services; challenges in performing activities of daily living, such as shopping, cooking, and handling money; environmental barriers; reading difficulties mainly associated with small print, such as website addresses; and financial barriers, including expensive adaptive equipment, the cost of attending rehabilitation courses, and the extra costs that employers incur when hiring people who are visually impaired--costs that can discourage them from doing so. …