Uncovering challenges and opportunities of including children with visual impairments in mainstream schools

Abstract

We report on a field study aimed at understanding the challenges facing inclusive education practices for children with visual impairments (VIs). We interviewed 25 practitioners and observed seven teaching sessions at three support services and mainstream schools that include children with VIs. A thematic analysis of the data highlighted the need to develop incidental learning opportunities; to break the phenomenon of the "teaching assistant bubble"; and to support a maker culture prominent amongst practitioners. Our findings offer insights into areas where technology-enhanced learning tools could be introduced to address the challenges of including children with VIs in mainstream schools.