Accessibility and autonomy preconditions to ‘our’ inclusion: a grounded theory study of the experiences of secondary students with vision impairment

In this paper, I report core findings of a small-scale qualitative study that I conducted with a group of young people with vision impairment who attended an inclusive secondary school in the Australian state of Queensland. My objective was to capture their voiced experiences of their schooling through face-to-face interviews and to develop a substantive theory that was grounded in the collected data. Relevant to the study was my status as an insider researcher, which impacted both data collection and analysis. Here, I develop the methodological process that I followed and present core findings of the study. These findings shed light on the practices within schools that are designed to promote inclusion yet perpetuate exclusion for students with impaired vision.

The “inclusion” of students with vision impairments: generational perspectives in Australia

In this paper I draw upon findings of a recent qualitative project conducted in Queensland, Australia in which all actors – the researcher and 5 participants aged 13-17 years — were linked together by our shared experiences of being students with impaired vision (VI) and who were educated in inclusive secondary schools in Australia during the last two decades. The narrative demonstrates the alienating legacy of two everyday routines of schooling, the placement and the daily commute. In the paper I show how referential knowledge acquisition of a trans-identity research alliance can reveal barriers to inclusion that might be ordinarily overlooked. Theoretically I map the research relationship formed between myself and participants using both Foucault’s analysis of how human beings are made subjects (1982) and Bourdieu’s understanding of reflexive interviewing in qualitative research (1998). The empirical contribution of this paper is to demonstrate how special education discourses render subjects more “special” than the sum of their actual impairments, and methodologically to highlight the role of qualitative inquiry in the field of inclusive schooling.

Kierkegaard's mirrors: Interest, self, and moral vision

What is it to see the world, other people, and imagined situations not just as morally compelling, but as making personal demands of us? What is it to experience stories as speaking to us individually and directly? Kierkegaard's Mirrors explores Kierkegaard's unique and challenging answers to these questions. Beginning with the structural account of consciousness offered in Johannes Climacus, this book develops a new phenomenological interpretation of what Kierkegaard calls 'interest': a self-reflexive mode of thought, vision and imagination that plays a central role in moral experience. Tracing this concept across Kierkegaard's work takes us through topics such as consciousness, the ontology of selfhood, ethical imagination, admiration and imitation, seeing the other, metaphors of self-recognition and mirroring, our need for transcendent meaning, and the relationship between scholarship and subjective knowledge. 'Interest' equips us with a new understanding of Kierkegaard's highly original normative, teleological account of moral vision.

Violence and the sacred : Patrick White's radical vision

This chapter focuses on both the fiction of Patrick White and the connections between sacredness and violence.

Review of guidelines for children's vision screenings

The aim of children's vision screenings is to detect visual problems that are common in this age category through valid and reliable tests. Nevertheless, the cost effectiveness of paediatric vision screenings, the nature of the tests included in the screening batteries and the ideal screening age has been the cause of much debate in Australia and worldwide. Therefore, the purpose of this review is to report on the current practice of children's vision screenings in Australia and other countries, as well as to evaluate the evidence for and against the provision of such screenings. This was undertaken through a detailed investigation of peer-reviewed publications on this topic. The current review demonstrates that there is no agreed vision screening protocol for children in Australia. This appears to be a result of the lack of strong evidence supporting the benefit of such screenings. While amblyopia, strabismus and, to a lesser extent refractive error, are targeted by many screening programs during pre-school and at school entry, there is less agreement regarding the value of screening for other visual conditions, such as binocular vision disorders, ocular health problems and refractive errors that are less likely to reduce distance visual acuity. In addition, in Australia, little agreement exists in the frequency and coverage of screening programs between states and territories and the screening programs that are offered are ad hoc and poorly documented. Australian children stand to benefit from improved cohesion and communication between jurisdictions and health professionals to enable an equitable provision of validated vision screening services that have the best chance of early detection and intervention for a range of paediatric visual problems.

Developing an instrumental activities of daily living tool as part of the low vision assessment of daily activities protocol

To determine the validity, reliability, and measurement characteristics using factor and Rasch analysis of the Very Low Vision Instrumental Activities of Daily Living (IADL-VLV) in persons with severe vision loss.