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. Attached Files Name Description MIMEType Size Downloads 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 orcid.org/0000-0003-3137-2803 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 Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 07 Apr 2014, 13:38:48 EST Tue, 08 Apr 2014, 09:00:47 EST Tue, 08 Apr 2014, 09:04:23 EST Tue, 08 Apr 2014, 14:51:47 EST Tue, 08 Apr 2014, 17:01:23 EST Tue, 08 Apr 2014, 17:02:43 EST Wed, 09 Apr 2014, 14:55:36 EST Fri, 20 Jan 2017, 09:18:24 EST Sat, 05 Sep 2020, 02:30:53 EST Filtered Full Citation counts:   Cited 14 times in TR Web of Science Cited 14 times in Scopus Search Google Scholar Access Statistics: 560 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Mon, 07 Apr 2014, 13:38:36 EST by Kylie Koulkoudinas

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