‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education
Article
Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2024. "‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education." International Journal of Inclusive Education. 28 (7), pp. 1166-1184. https://doi.org/10.1080/13603116.2021.1983879
| Article Title | ‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education |
|---|---|
| ERA Journal ID | 20686 |
| Article Category | Article |
| Authors | Cain, Melissa (Author), Fanshawe, Melissa (Author) and Goodwin, Polly (Author) |
| Journal Title | International Journal of Inclusive Education |
| Journal Citation | 28 (7), pp. 1166-1184 |
| Number of Pages | 19 |
| Year | 2024 |
| Publisher | Taylor & Francis |
| Place of Publication | United Kingdom |
| ISSN | 1360-3116 |
| 1464-5173 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/13603116.2021.1983879 |
| Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/13603116.2021.1983879 |
| Abstract | This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school culture, teacher-parent communication, and competing agendas. Using Interpretative Phenomenological Analysis, the authors provide illuminating data on three broad themes: parents’ experiences of advocating for their children, parents’ experiences of utilising support networks and funding, and parents’ suggestions for schools and teachers. Important recommendations for teachers, schools, parents, students, and service providers are offered, with specific advice to develop a community of care, collaboration, and high expectations for students with vision impairment. |
| Keywords | Inclusive education; parent advocacyschool communities; vision impairment |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390411. Special education and disability |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | Australian Catholic University |
| School of Education | |
| Vision Australia, Australia | |
| Institution of Origin | University of Southern Queensland |
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Hartwig, Kay, Barton, Georgina, Bennett, Dawn, Cain, Melissa, Campbell, Marilyn, Ferns, Sonia, Jones, Liz, Joseph, Dawn, Kavanagh, Marie, Kelly, Ann, Larkin, Ingrid, O'Connor, Erin, Podorova, Anna, Tangen, Donna and Westerveld, Marleen. 2017. "What does internationalisation or interculturalisation look like in the future in the higher education sector?" Barton, Georgina and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 313-324Work Placement for International Student Programmes (WISP): A Model of Effective Practice
Barton, Georgina, Hartwig, Kay, Bennett, Dawn, Cain, Melissa, Campbell, Marilyn, Ferns, Sonia, Jones, Liz, Joseph, Dawn, Kavanagh, Marie, Kelly, Ann, Larkin, Ingrid, O'Connor, Erin, Podorova, Anna, Tangen, Donna and Westerveld, Marleen. 2017. "Work Placement for International Student Programmes (WISP): A Model of Effective Practice ." Barton, G. and Hartwig, Kay (ed.) Professional learning in the work place for international students: exploring theory and practice. Switzerland. Springer. pp. 13-34International students’ experience of practicum in teacher education: an exploration through internationalisation and professional socialisation
Barton, Georgina M., Hartwig, Kay A. and Cain, Melissa. 2015. "International students’ experience of practicum in teacher education: an exploration through internationalisation and professional socialisation." Australian Journal of Teacher Education. 40 (8), pp. 149-163. https://doi.org/10.14221/ajte.2015v40n8.9This item comprises data from the following sources: Scopus