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Accessibility and autonomy preconditions to ‘our’ inclusion: a grounded theory study of the experiences of secondary students with vision impairment

Whitburn, Ben 2014, Accessibility and autonomy preconditions to ‘our’ inclusion: a grounded theory study of the experiences of secondary students with vision impairment, Journal of Research in Special Educational Needs, vol. 14, no. 1, pp. 3-15, doi: 10.1111/1471-3802.12014.

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Title Accessibility and autonomy preconditions to ‘our’ inclusion: a grounded theory study of the experiences of secondary students with vision impairment
Author(s) Whitburn, Ben
Journal name Journal of Research in Special Educational Needs
Volume number 14
Issue number 1
Start page 3
End page 15
Total pages 13
Publisher Wiley-Blackwell Publishing
Place of publication Oxford, England
Publication date 2014
ISSN 1471-3802
Keyword(s) Qualitative research
Grounded theory
Insider research
Student voice
Inclusive schooling
Autonomy
Access
Summary In this paper, I report core findings of a small-scale qualitative study that I conducted with a group of young people with vision impairment who attended an inclusive secondary school in the Australian state of Queensland. My objective was to capture their voiced experiences of their schooling through face-to-face interviews and to develop a substantive theory that was grounded in the collected data. Relevant to the study was my status as an insider researcher, which impacted both data collection and analysis. Here, I develop the methodological process that I followed and present core findings of the study. These findings shed light on the practices within schools that are designed to promote inclusion yet perpetuate exclusion for students with impaired vision.
Language eng
DOI 10.1111/1471-3802.12014
Field of Research 130106 Secondary Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Wiley-Blackwell Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062407

Document type: Journal Article
Collection: School of Education
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Created: Mon, 07 Apr 2014, 13:38:36 EST by Kylie Koulkoudinas

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