Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A Longitudinal Study of Reading Development, Academic Achievement, and Support in Swedish Inclusive Education for Students with Blindness or Severe Visual Impairment
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2014 (English)In: Journal of Visual Impairment & Blindness, ISSN 0145-482X, E-ISSN 1559-1476, Vol. 108, no 6, 461-472 p.Article in journal (Refereed) Published
Abstract [en]

Introduction: This longitudinal study examined reading development, academic achievement and support in school for six students with blindness or severe visual impairments in inclusive educational settings. Methods: School grades and results from reading observations and decoding skills tests were collected, and interviews were conducted with students, parents, and teachers. Results: The results show that the outcome of these students' schooling varied a great deal regarding both levels of academic achievement and reading development, as well as in the support needed and received. Students with additional disabilities had less positive experiences in school, and the parents of these students were more critical of the support provided by the schools. Discussion: Important aspects of the outcomes concerned the attitudes held by school management and teachers and the competence of teachers. In some cases, teachers lacked sufficient knowledge about braille and teaching methods for students with visual impairments. Implications for practitioners: The findings imply that the support system for students with visual impairments in Sweden needs to be more systematized in order to secure equal educational opportunities for all students.

Place, publisher, year, edition, pages
Amer foundation blind , 2014. Vol. 108, no 6, 461-472 p.
National Category
Educational Sciences Social Sciences
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-114764ISI: 000349189900003OAI: oai:DiVA.org:su-114764DiVA: diva2:794229
Available from: 2015-03-10 Created: 2015-03-09 Last updated: 2017-12-04Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
de Verdier, KimEk, Ulla
By organisation
Department of Special Education
In the same journal
Journal of Visual Impairment & Blindness
Educational SciencesSocial Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 120 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf