The participatory experiences of pupils with vision impairment in education

Abstract

While there has been a long-term commitment to inclusion in mainstream schools for pupils with special educational needs, including vision impairment (VI), the position of these pupils in an inclusive school environment, and the extent to which their educational, social, and emotional needs are met, continues to be problematic. This study investigates the experience of children and young people with VI accessing the curriculum and education, through evaluating the perceived quality of their participation in terms of rights, efficiency, and development. The methodology employed a qualitative approach, comprising face-to-face focus group interviews with pupils with VI. Three focus group sessions took place with 13 pupils with VI aged 8–18 years from primary and post-primary schools. Regarding pupils’ participatory rights, many reported challenges experienced in terms of equal access to education. In some instances, obstacles emerged due to lack of proper engagement with the pupil, or teachers’ actions were seen to reinforce pupil difference, undermining opportunities for more inclusive practice. In terms of development, this was chiefly evidenced by frequent descriptions of ‘missing out’, particularly on the social and peer engagement aspects of school life. Pupils unanimously reported that participation could be more efficient if there was increased awareness of their lived experiences with VI, and positive aspects of empowerment emerged when pupils felt included in decision-making about their needs. This study highlights key challenges for pupils with VI regarding how they access education in Northern Ireland, including issues surrounding their inclusion, everyday discrimination, and a lack of awareness of VI. Although these children and young people demonstrated appeasement and understanding, when insensitivities arose, pupils with VI, while resilient and generally positive about their experience, are faced with challenges that diminish their access, participation, and enjoyment of education.