Lived experiences with inclusive education from the perspective of a pupil with visual impairment and his mother—a case study

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Lived experiences with inclusive education from the perspective of a pupil with visual impairment and his mother—a case study

Popis výsledku v původním jazyce

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&apos;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&apos;s shortcomings (e.g., the teacher&apos;s unwillingness to cooperate with the family). However, the mother expressed fears about her son&apos;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.

Název v anglickém jazyce

Lived experiences with inclusive education from the perspective of a pupil with visual impairment and his mother—a case study

Popis výsledku anglicky

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&apos;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&apos;s shortcomings (e.g., the teacher&apos;s unwillingness to cooperate with the family). However, the mother expressed fears about her son&apos;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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontiers in Education

ISSN

2504-284X

e-ISSN

—

Svazek periodika

10 (2025)

Číslo periodika v rámci svazku

není uvedeno

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

12

Strana od-do

"nestránkokváno"

Kód UT WoS článku

001543898500001

EID výsledku v databázi Scopus

2-s2.0-105012578569