This qualitative study investigated the perceptions of 12 adolescents with visual impairments regarding the support they received from teachers for their emotional and learning needs in both residential and mainstream schools.
Get full access to this article
View all access options for this article.
References
1.
American Printing House for the Blind. (2001). Distribution of eligible students based on the Federal Quota Census of January 3, 2000, registration of eligible students [Online]. Available: <http//aph.org/fedquotpgm/ldistl00.html>.
BishopV. (1986). Identifying the components of success in mainstreaming. Journal of Visual Impairment & Blindness, 80, 939–946.
4.
BogdanR. C., & BiklenS. K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). Needham Heights, MA: Allyn & Bacon.
5.
ChaseJ. (2000). Onset of visual impairment [Sidebar 5.4]. In HolbrookM., & KoenigA. (Eds.), Foundations of education: History and teaching of children and youths with visual impairments (Vol. 1, pp. 150–151). New York: AFB Press.
6.
DimigenG., RoyA., HornJ., & SwanM. (2001). Integration of visually impaired students into mainstream education: Two case studies. Journal of Visual Impairment & Blindness, 95, 161–164.
7.
Dote-KwanJ., & ChenD. (1995). Learners with visual impairment and blindness. In WangM., ReynoldsM., & WalbergH. (Eds.), Handbook of special and remedial education: Research and practice (2nd ed., pp. 205–228). New York: Pergamon Press.
8.
ErlandsonD. A., HarrisE. L., SkipperB. L., & AllenS. D. (1993). Doing naturalistic inquiry.Newbury Park, CA: Sage.
9.
GorrellJ. (1990). Some contributions of self-efficacy research to self-concept theory. Journal of Research and Development in Education, 23, 73–81.
HarleyR. K., GarciaM., & WilliamsM. F. (1989). The educational placement of visually impaired children. Journal of Visual Impairment & Blindness, 83, 512–517.
12.
HarterS. (1986). Processes underlying the construction, maintenance, and enhancement of the self-concept in children. In SulsJ., & GreenwaldA. (Eds.), Psychological perspectives of the self (Vol. 3, pp. 137–181). Hillsdale, NJ: Lawrence Erlbaum.
13.
HatlenP. (1990). Meeting the unique needs of pupils with visual impairments. RE:view, 22, 79–82.
14.
HolbrookM., & KoenigA. (Eds.) (2000). Foundations of education: History and theory of teaching children and youths with visual impairments.New York: AFB Press.
15.
Ladson-BillingsG. (1994). The dreamkeepers: Successful teachers of African American children.San Francisco: Jossey-Bass.
16.
LazarusR. (1991). Emotion and adaptation.New York: Oxford University Press.
17.
LewisM., & GranicI. (2000). Emotion, development, and self-organization: Dynamic systems approaches to emotional development.Cambridge, England: Cambridge University Press.
18.
MasonH., McCallS., ArterC., McLindenM., & StoneJ. (Eds.). (1997). Visual impairment: Access to education for children and young people.London: David Fulton.
19.
McLindenD. J. (1990). Beliefs about effective education among teachers of visually impaired children. Journal of Visual Impairment & Blindness, 84, 465–469.
20.
MilesM. B., & HubermanA. M. (1994). Qualitative data analysis: An expanded source book.Thousand Oaks, CA: Sage.
21.
PattonM. Q. (1990). Qualitative evaluation and research methods.Newbury Park, CA: Sage.
22.
QSR NUD.IST. (1996). Qualitative data analysis software for research professionals (Version 3.0) [computer software]. Thousand Oaks, CA: Sage.
23.
ReidM., LandesmanS., TrederR., & JaccardJ. (1989). “My Family and Friends”: Six- to twelve-year-old children's perceptions of social support. Child Development, 60, 896–910.
24.
RosenblumP. (2000). Perceptions of the impact of visual impairment on the lives of adolescents. Journal of Visual Impairment & Blindness, 94, 434–445.
25.
SaarniC. (1999). The development of emotional competence.New York: Guilford Press.
26.
SaloveyP., & SluyterD. (1997). Emotional development and emotional intelligence.New York: Basic Books.
27.
SchallerJ., & De La GarzaD. (1999). “It's about relationships:” Perspectives of people with cerebral palsy on belonging in their families, schools, and rehabilitation counseling. Journal of Applied Rehabilitation Counseling, 30(2), 7–18.
28.
SelmanR., & DemorestA. (1987). Putting thoughts and feelings into perspective: A developmental view on how children deal with interpersonal disequilibrium. In BearisonD., & ZimilesH. (Eds.), Thought and emotion (pp. 93–128). Hillsdale, NJ: Lawrence Erlbaum.
29.
SmithM., & LevackN. (1996). Teaching students with visual and multiple impairments: A resource guide.Austin: Texas School for the Blind and Visually Impaired.
30.
SpunginS. J., & TaylorJ. L. (1984). The teachers. In SchollG. (Ed.), Foundations of education for blind and visually handicapped children and youth: Theory and practice. (pp. 255–264). New York: American Foundation for the Blind.
31.
ThoitsP. (1985). Social support and psychological well-being: Theoretical possibilities. In SarasonI., & SarasonB. (Eds.), Social support, theory, research, and applications (pp. 51–72). Boston: Martinus Nijoff.
32.
TuttleD. W. (1984). Self-esteem and adjusting with blindness: The process of responding to life's demands.Springfield, IL.: Charles C Thomas.
33.
TuttleD., & TuttleN. (2000). Psychosocial needs of children and youths. In HolbrookM., & KoenigA. (Eds.), Foundations of education: History and teaching of children and youths with visual impairments (Vol 1, pp. 161–172). New York: AFB Press.
