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

J. West, Stephen Houghton, Myra Taylor, P.H. Ling

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Students with vision impairments in Singapore are educated in segregated settingsfrom an early age. On completing primary school these students continue theireducation in mainstream secondary school settings. This transition requiresconsiderable adjustment on the part of students with vision impairments. The presentresearch explored the social and emotional needs of students with vision impairmentsin mainstream secondary schools in Singapore. Data were gathered from nine studentsthrough semi-structured interviews and casual observations. Individuals were alsoasked to record their experiences using a diary. Four propositions were developed.One, students with vision impairments express a need to have their feelings and abilitiesacknowledged by significant others. Two, the initial experience of students with visionimpairments is such that they have to make major adjustments to adjust to their newlearning environment. Three, students with vision impairments state they benefit fromreceiving support and assistance from their peers. Four, students with visionimpairments 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 implicationsfor the inclusion of students with special needs in Singapore.
Original languageEnglish
Pages (from-to)18-27
JournalAustralian Journal of Special Education
Volume28
Issue number1
Publication statusPublished - 2004

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Singapore
secondary school
inclusion
education
student
assistance
primary school
experience
teacher
interview

Cite this

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The perspectives of Singapore secondary school students with vision impairments towards their inclusion in mainstream education. / West, J.; Houghton, Stephen; Taylor, Myra; Ling, P.H.

In: Australian Journal of Special Education, Vol. 28, No. 1, 2004, p. 18-27.

Research output: Contribution to journalArticle

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