Establishing equity and quality: The experience of schooling from the perspective of a student with vision impairment

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A single participant phenomenological study using Interpretative Phenomenological Analysis can give voice to a student with vision impairment, exploring and developing our understanding of the experience of schooling. This article focuses on the school experience of a senior school student with vision impairment. Few studies have looked at school experiences from a student’s perspective although the belief is that through research focussing on listening to students with disabilities, their perspectives will become part of the solution to provide equity and quality in education. This study revealed a number of themes requiring further investigation and action before equity and quality can be achieved. Subject specific classroom issues, technology and mobility were major factors impacting on the student’s academic achievement. Social issues were also found to have a profound effect.
Original languageEnglish
Pages (from-to)19-35
Number of pages17
JournalInternational Journal of Whole Schooling
Issue number2
Publication statusPublished - 2016


  • Disability
  • Inclusive Education
  • Interpretative Phenomenological Analysis
  • Phenomenology
  • vision impairment
  • student voice

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