The lived experiences of teachers with visual impairments in the inclusion of students with visual impairments: A phenomenological study

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dc.authorid0000-0001-8277-6213
dc.contributor.authorŞengül Erdem, Hatice
dc.contributor.authorYakut, Ayşe Dilşad
dc.contributor.authorYakut, Ayşe Dilşad
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2022-09-02T09:16:57Z
dc.date.available2022-09-02T09:16:57Z
dc.date.issued2022
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description.abstractThis study aims to reveal the lived experiences of teachers with visual impairments (VI) in the inclusion of students with VI. In this phenomenological study, data were collected from 8 teachers with VI through semi-structured interviews and analyzed by content analysis using a qualitative software program named MAXQDA20. The six themes identified from the content analysis were underlying issues in inclusion, personal guidance of teachers on students with VI, critical evaluation of inclusion, from diagnosis to the IEP implementation, the appropriate model of education for students with VI, and teachers' sense of inclusion. The findings revealed that teachers with VI contributed to the inclusion of students with VI. Furthermore, they emphasized system-related issues preventing inclusive practices and made critical evaluations concerning practices in inclusive settings. Based on the findings, inclusive classrooms and resource rooms should be equipped with educational tools (i.e., the braille alphabet, assistive technologies, tactile graphs and maps), teaching staff and their training should be enhanced, and school buildings should be designed as physically accessible and supervised by special education teachers who have expertise in VI or experience in working with students with VI.
dc.identifier.citationŞengül Erdem, H. ve Yakut, A. D. (2022). The lived experiences of teachers with visual impairments in the inclusion of students with visual impairments: A phenomenological study. Sakarya University Journal of Education, 12(2), 302-326. https://doi.org/10.19126/suje.1028588
dc.identifier.doi10.19126/suje.1028588
dc.identifier.endpage326
dc.identifier.issn2146-7455
dc.identifier.issn2146-7455
dc.identifier.issue2
dc.identifier.startpage302
dc.identifier.urihttps://doi.org/10.19126/suje.1028588
dc.identifier.urihttps://hdl.handle.net/20.500.12154/1871
dc.identifier.volume12
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorYakut, Ayşe Dilşad
dc.institutionauthorid0000-0001-8277-6213
dc.language.isoen
dc.publisherSakarya University
dc.relation.ihupublicationcategory187
dc.relation.ispartofSakarya University Journal of Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectInclusion
dc.subjectLived Experience
dc.subjectPhenomenological Study
dc.subjectTeachers with Visual Impairments
dc.subjectStudents with Visual Impairments
dc.titleThe lived experiences of teachers with visual impairments in the inclusion of students with visual impairments: A phenomenological study
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicatione2c73856-df21-49af-902f-8f9903b4e19f
relation.isAuthorOfPublication.latestForDiscoverye2c73856-df21-49af-902f-8f9903b4e19f
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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