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The perspectives of Singapore secondary school students with vision impairments towards their inclusion in mainstream education

Published online by Cambridge University Press:  26 February 2016

John West ,
Stephen Houghton ,
Myra Taylor  and
Phua Kia Ling
John West*
Affiliation:
Centre for Attention and Related Disorders, The University of Western Australia
Stephen Houghton
Affiliation:
Centre for Attention and Related Disorders, The University of Western Australia
Myra Taylor
Affiliation:
Centre for Attention and Related Disorders, The University of Western Australia
Phua Kia Ling
Affiliation:
Centre for Attention and Related Disorders, The University of Western Australia
*
Correspondence concerning this article should be addressed to : Dr John West, Centre for Attention and Related Disorders, Graduate School of Education, The University of Western Australia, CRAWLEY 6009, Australia. Phone: (08) 9380 2394. Fax: (08) 93801052. E-mail: john.west@uwa.edu.a
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Abstract

Students with vision impairments in Singapore are educated in segregated settings from an early age. On completing primary school these students continue their education in mainstream secondary school settings. This transition requires considerable adjustment on the part of students with vision impairments. The present research explored the social and emotional needs of students with vision impairments in mainstream secondary schools in Singapore. Data were gathered from nine students through semi‐structured interviews and casual observations. Individuals were also asked to record their experiences using a diary. Four propositions were developed. One, students with vision impairments express a need to have their feelings and abilities acknowledged by significant others. Two, the initial experience of students with vision impairments is such that they have to make major adjustments to adjust to their new learning environment. Three, students with vision impairments state they benefit from receiving support and assistance from their peers. Four, students with vision impairments state they benefit from the assistance of teachers who act as a “bridge” in their social relationships with peers. The findings of this research have implications for the inclusion of students with special needs in Singapore.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 28 , Issue 1 , January 2004 , pp. 18 - 27
Copyright
Copyright © The Australian Association of Special Education 2004

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