How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School

Vik, Astrid Kristin; Lassen, Liv M.

doi:10.1080/1034912x.2010.501188

Cited by 5 publications

(4 citation statements)

References 42 publications

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“…These children experienced social isolation from peers and teachers. Similar results have been reported by Singal et al (2009) and Vik and Lassen (2010). These studies also show that the benefits of mainstream schools are overridden when disabled students are dissatisfied with the facilities made available to them and hence found coping with mainstream schools difficult.…”

Section: Inclusive Educationsupporting

confidence: 89%

“…Interactions of teachers with students were also found to be based on perceived academic performance of students. Empirical research (Das and Kattumuri 2010;Singal et al 2009;Vik and Lassen 2010) regarding inclusion of students with different needs and abilities shows these students to experience isolation, marginalisation and discontent about lack of inclusive practices in schools. In this study, however, it was seen that these experiences were not restricted to students from marginalised groups or children with different needs and abilities.…”

Section: Discussionmentioning

confidence: 97%

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Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India

Sawhney

2015

International Journal of Inclusive Education

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This paper reports insights into the nature and practices of inclusive schools in India using a case study methodology. Being a signatory of the Salamanca Statement, the Government of India has undertaken to implement an inclusive system of education in schools. An initial survey conducted to identify sample inclusive schools showed that inclusive education is being adopted by many schools on a superficial level. In fact, it was found that the term 'inclusive school' was more of an ornamental name used to create an impression of inclusion. Deliberations with the managements and teachers of these schools revealed that the concept was being adopted and implemented in Indian mainstream schools albeit in the absence of any clearly defined ideas on the subject. An in-depth exploration was undertaken into the inclusive practices followed in two case-study schools. Interviews were conducted with the school heads, class teachers, students and their parents. This was accompanied by observations of the practices followed by the so-called inclusive schools. Data thus collected were analysed using qualitative analysis. Results of the study demonstrate lack of resources, infrastructure, teaching practices, curricular and co-curricular activities which if incorporated would actually bring about inclusive practices beneficial to students of diverse needs. The paper concludes with policy proposals with respect to a clear definition of the concept of inclusive education and the various provisions that should be made available in the inclusive schools.

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Section: Inclusive Educationsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 97%

Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India

Sawhney

2015

International Journal of Inclusive Education

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“…Students also reported that they learned to use several of these tools outside of school. In a Norwegian context, Vik and Lassen (2010) illustrated how access to various reading media in school is not sufficient for pupils to become good readers; the school environment, the quality of instruction, and both personal and social resources all play a crucial role for pupils' academic success. Furthermore, Hesketh (1999), Spooner (2014), and Singleton and Neuber (2020) emphasised the importance of instruction in the use of audio-based technologies for reading, especially as new types of these technologies continually emerge.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment

Lundh

2024

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Introduction. This study aims to contribute to a better understanding of the learning that reading by listening requires from readers with print disabilities. Method. Sixteen semi-structured interviews were conducted with university students with blindness or vision impairment in Australia. Analysis. A theoretical reading of the interview material was conducted, with a basis in sociocultural learning theory. Results. The responsibility for learning to use audio-based reading tools was often left to the participants themselves. The process of appropriating audio-based reading tools included two important aspects: digital literacy and learning to manage the sequentiality of audio text. This process was related to trajectories of participation in academic communities of practice, English-speaking communities of practice, and blindness and visual impairments communities of practice. It also included learning to participate in practices where vision and reading by seeing is the norm. Conclusion. Three conclusions are drawn: 1) reading by listening is not a passive and effortless activity, it requires specific expertise, 2) socio-economic and socio-political circumstances influence how reading by listening is practiced and the learning that this form of reading requires, and 3) reading by listening requires learning how to navigate and manage the effects of institutions and systems that are disabling.

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“…In India, there is a dearth of empirical literature examining the first-hand experiences of students with disabilities in HEIs. Existing literature representing the intersecting relationship between disability, education and social discrimination is concerned more towards the school level of education (Das & Kattumuri, 2011; Sawhney, 2015; Singal, 2005; Singal et al, 2009; Vik & Lassen, 2010). These studies usually identified obstacles that work as a solid hindrance towards quality education.…”

Section: Inclusive Education In the Indian Contextmentioning

confidence: 99%

Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study

Mir

Waheed

2022

Higher Education for the Future

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Using interpretative phenomenological approach, this article aims to explore the experiences of students with disabilities within the context of their higher education in India. The study aims to understand the question of inclusive education of the disabled students and discusses the challenges and opportunities these students face within universities. The findings are drawn from qualitative data collected from 24 participants using semi-structured interviews. The results revealed complex accounts on specific issues such as perceptions about inclusive education, infrastructure accessibility, physical access, institutional support networks and issues of teacher’s attitude towards learning. The findings reveal that disabled students face lot of challenges while accessing higher education in Indian universities. We also found that students with disabilities are capable of dialogue about the challenges faced by proposing suggestions/alternatives for the future development of their education. In conclusion, the findings suggest that to be inclusive, institutions need to reconsider and reframe their inclusive policies and practices and eliminate the barriers that hinder the participation and learning of students at the university level.

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How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School

Cited by 5 publications

References 42 publications

Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India

Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad, India

Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment

Experiences of Students with Disabilities in Indian Higher Education: An Interpretative Phenomenological Study

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