Perceptions of Students With Visual Impairment on Inclusive Education: A Narrative Meta-Analysis

Abstract

This study focused on the perceptions of students with visual impairment. A narrative meta-analysis was utilized to synthesize the findings of investigations that employed quantitative, qualitative, or mixed methodological designs. Based on the contents of the reviewed articles, three broad categories were established: barriers, feelings of acceptance, and successful components of inclusion. Barriers included the physical environments of schools, accessibility, and social interactions. With respect to feelings of acceptance, the constructs of homophily and fitting in were discussed. Several components of successful inclusion were delineated such as a positive school climate and a positive, supportive attitude associated with teachers, especially those who possess knowledge and skills and held high expectations for students. Students with visual impairment also needed skills to be autonomous and assertive, which are conducive to academic success and the initiation and building of friendships with sighted peers. A number of findings of the present study corroborated those from previous investigations; however, the uniqueness of this seminal research pertains to the specific perceptions of students with visual impairment in inclusive settings. Limitations of the study were also discussed.

Being siblings of children with visual impairment

“…One sibling clearly expressed how her brother was excluded from peers during high school because of VI and how this affected his self-esteem. This is an important aspect to consider as reported also in the literature (Miyauchi & Paul, 2020; Pinquart & Pfeiffer, 2011).…”

Enhancing the Inclusion of Individuals with Disabilities †

“…Inclusion and inclusive education continue to generate vitriolic debates regarding the effectiveness of placing individuals with disabilities in classrooms with neurotypical children and adolescents (e.g., see discussions in Jackson et al, 2008Jackson et al, -2009Alasim and Paul, 2018;Miyauchi and Paul, 2020). Since the passage of 94-142 and its amendments in the United States, the inclusion movement has fueled the deinstitutionalization of individuals with disabilities and, for the most part, has eliminated the need for specialized curricula to give children access to the general education or standard-based curriculum (Winzer, 2009;Valle and Conner, 2011).…”

“…In addition to benefits such as academic and social achievement, the outcomes of the movement have included minimizing inequalities, greater accountability in educational services, and probably most importantlythe delivery of accessible culturally relevant instruction to match the evolving demography of students (Thomas and Vaugh, 2004;Winzer, 2009;Paul, 2022). This movement has spread to a number of countries around the world (e.g., see discussions in Bryant et al, 2017;Alasim and Paul, 2018;Miyauchi and Paul, 2020). However, progress in inclusion seems to have stalled for some disability areas, notably for individuals with significant disabilities (Brock, 2018), even though the benefits have been documented for this cohort of students (Jackson et al, 2008(Jackson et al, -2009Brock, 2018).…”

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

“…Firstly, according to Cox (2015), when schools are distant from learners' home, it impacts adversely on implementing Inclusion because of the difficulties of commuting for children with disabilities who face challenges when schools are located outside of their residential area. According to Miyauchi and Paul (2020), for such children to be placed in Inclusion schools, there must be hostel facilities with suitable staff to service on-campus learnersthis enhances accessibility. Furthermore, the classroom, play areas, and school grounds must be disability-friendly and accessible inside the school.…”

“…Furthermore, the classroom, play areas, and school grounds must be disability-friendly and accessible inside the school. In other words, the proximity of the school should not be a hindrance to affect the enrolment of students from various backgrounds (Miyauchi & Paul, 2020).…”