Lived experiences with inclusive education from the perspective of a pupil with visual impairment and his mother—a case study
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73631455" target="_blank" >RIV/61989592:15410/25:73631455 - isvavai.cz</a>
Result on the web
<a href="https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1629428/full" target="_blank" >https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1629428/full</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3389/feduc.2025.1629428" target="_blank" >10.3389/feduc.2025.1629428</a>
Alternative languages
Result language
angličtina
Original language name
Lived experiences with inclusive education from the perspective of a pupil with visual impairment and his mother—a case study
Original language description
In 2016, there was an important legislative change toward inclusive education (IE) in the Czech Republic, affecting students with different types of Special Educational Needs (SEN) such as visual impairment (VI). As no prior research has investigated the experiences of IE for Czech pupils with VI and their parents, we conducted this phenomenological case study to understand the experiences of a boy with VI and his mother in relation to IE at primary school. Methods: The case study was based on Van Manen's methodology, using semi-structured interviews and thematic analysis. The results (eight themes) show the importance of family support and parental engagement, which helped to overcome some of the education system's shortcomings (e.g., the teacher's unwillingness to cooperate with the family). However, the mother expressed fears about her son's education as he gets older. The boy experienced satisfaction with his education and was proud of his achievements thus far. The case study showed that pupils with VI and their parents may face specific barriers associated with the availability of assistive technologies for VI, and limited provision of support for self-care and orientation. Importantly, these barriers may extend to students with other types of SEN, such as limited awareness of appropriate teaching strategies for pupils with SEN or challenging attitudes of teachers. Involving parents in the educational process may serve as a strategy to overcome these barriers and facilitate inclusion in mainstream settings.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Frontiers in Education
ISSN
2504-284X
e-ISSN
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Volume of the periodical
10 (2025)
Issue of the periodical within the volume
není uvedeno
Country of publishing house
CH - SWITZERLAND
Number of pages
12
Pages from-to
"nestránkokváno"
UT code for WoS article
001543898500001
EID of the result in the Scopus database
2-s2.0-105012578569