'Come Willing to Learn': Experiences of Parents Advocating for Their Children with Severe Vision Impairments in Australian Mainstream Education

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

19

Foreign Countries; Visual Impairments; Students with Disabilities; Parents; Parent Attitudes; Parent Influence; Child Advocacy; Parent School Relationship; Parent Teacher Cooperation; Inclusion; Social Support Groups; Pupil Personnel Services

10.1080/13603116.2021.1983879

1360-3116
1464-5173

This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school culture, teacher-parent communication, and competing agendas. Using Interpretative Phenomenological Analysis, the authors provide illuminating data on three broad themes: parents' experiences of advocating for their children, parents' experiences of utilising support networks and funding, and parents' suggestions for schools and teachers. Important recommendations for teachers, schools, parents, students, and service providers are offered, with specific advice to develop a community of care, collaboration, and high expectations for students with vision impairment.

As Provided

2024

EJ1433198