A study on the inclusion of deafblind young people in mainstream schools: key findings and implications for research and practice

Abstract

This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education.Deafblindness is a rare and therefore significantly underexplored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi-structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice.

Examination of views and suggestions about participation of families of children with special needs in individualised education programme

“…This finding is parallel to Sardohan Yildirim (2017), Kamenopoulou (2012), Romer and Haring (1994) and Mar and Sall's (1995) research findings. In all these research studies, it is stated that even if the mothers had some problems with the schools where only children with deficiencies attend, they still continued to send their children to that kind of schools.…”

Participation experiences of people with deafblindness or dual sensory loss: A scoping review of global deafblind literature

“…Multiple studies reported that persons with deafblindness (Group 1, 2, and 3) faced communication difficulties [ 3 , 6 , 7 , 14 , 29 – 40 ]. Communication breakdown was reported in two of the articles as one of the main challenges affecting social inclusion and interpersonal interactions of persons with deafblindness [ 36 , 39 ]. Authors reported that persons with deafblindness felt that non-disabled people lacked knowledge about how to communicate with them, and this lack of awareness posed barriers to communication and social participation [ 39 , 41 , 42 ].…”

Maintaining Intersubjectivity When Communication Is Challenging: Hearing Impairment and Complex Needs

“…Laboratory and interview studies report that although children with communication difficulties may have problems in displaying peer competence, their peers are still key facilitators of social inclusion (Bat-Chava & Deignan, 2001;Guralnick, Connor, & Johnson, 2011;Kamenopoulou, 2012;Nordstrom, 2011;Summers, 1997). Ethnographic studies and conversation analyses in disability research show that with complex needs.…”