Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific

Article

Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2024. "Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific." International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2024.2303106
Article Title

Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific

ERA Journal ID20686
Article CategoryArticle
AuthorsCain, Melissa, Fanshawe, Melissa and Goodwin, Polly
Journal TitleInternational Journal of Inclusive Education
Number of Pages21
Year2024
PublisherTaylor & Francis
Place of PublicationUnited Kingdom
ISSN1360-3116
1464-5173
Digital Object Identifier (DOI)https://doi.org/10.1080/13603116.2024.2303106
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/13603116.2024.2303106
AbstractCOVID-19 restrictions have had significant impacts on teaching and learning globally. A growing body of literature has been published on the experiences of students and teachers as they negotiated school closures and social restrictions. Much less has been published about the experiences of students with disability, and very little about students with blindness and low vision (BLV). The impact of BLV on learning is significant due to the visual nature of the curriculum. To address the dearth of research on how COVID-19 restrictions impacted educational access and participation for students with BLV, the authors, supported by a research grant through the South Pacific Educators of Vision Impairment (SPEVI), surveyed and interviewed Specialist Teachers of students with BLV in Australia, New Zealand, and Small Island Developing States (SIDS) in the Pacific region, that is, the region that encompasses SPEVI’s work. The results bring teachers’ voices into the collation of strategies to inform future educational responses. These are presented as a series of six key catalysts or drivers for change over four stages of action; moving through times of crisis that necessitate remote teaching and learning or other fundamental shifts in practice due to crisis-driven changes.
KeywordsAustralia; Vision impairment; inclusive education; New Zealand; Pacific; COVID-19
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390411. Special education and disability
Byline AffiliationsAustralian Catholic University
School of Education
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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. 313-324
Work 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. 13-34
International 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.2015v40n8.9