|Including children with a visual impairment in the mainstream primary school classroom
|Aufsatz / Artikel
|Pauline Davis,Vicky Hopwood
|Journal of Research in Special Educational Needs, Vol. 2, No. 3
This article reports on ESRC-funded research, ‘Including children with visual impairment in mainstream primary school classrooms’. The inquiry comprised a multiple case study of children with visual impairment in 17 mainstream primary schools. Classroom observation and interviews were the main methods used. Interviews were conducted with all those who had a direct impact on the quality of the childrens inclusion in the classrooms, such as the teaching assistant, class teacher and specialist visiting teachers, as well as with others to provide a richer contextual understanding of the teaching and learning in the schools. Overcoming barriers to the participation and learning of children with visual impairment emerged as: the provision of an adequate additional support; inclusion in the main learning processes taking place in the classroom; and good communication between the teaching team. A discussion of the meaning of inclusion in the context of the classroom is provided.
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