Manitsa, Ifigeneia (2022) The social inclusion of adolescents with visual impairments : a multidimensional approach. (PhD thesis), Kingston University, .
Abstract
Most studies focusing on the school inclusion of adolescents with visual impairments have shown numerous challenges in developing social relationships with teachers and classmates, as well as difficulties in participating in curricular and extra-curricular school activities. Previous literature has shown that these challenges may negatively affect other aspects of their school lives, such as their academic learning. However, there seems to be a limited number of studies that has attempted to provide a coherent understanding of the social dimensions of the inclusion of adolescents with visual impairments in school. Therefore, this thesis attempted to conceptualise the social inclusion of adolescents with visual impairments and consists of three empirical studies that examined the three following aspects of the social inclusion of adolescents with and without visual impairments: their school belonging, the social relationships they develop with their favourite teachers/teaching assistants and closest school friends and their participation in school activities. These three quantitative studies also investigated the predictive role of social inclusion in academic inclusion, domain-specific (individuals’ perceptions of their specific abilities) and global (overall feelings that individuals develop for themselves) self-esteem and social competence. The findings of this thesis indicated that adolescents with sight impairment (low vision) may feel significantly less socially included compared to their sighted peers and peers with severe sight impairment (blindness). School belonging was found to significantly affect specific areas of self-esteem as well as global self-esteem in all three groups. The findings of this thesis also indicated that the relationship between school belonging, and self-esteem was moderated by the importance that adolescents attached to specific areas of their self-esteem. Certain negative qualities of the social relationships that adolescents with visual impairments had developed with their closest school friends were found to significantly affect their academic inclusion. This thesis highlighted the school experiences of adolescents with visual impairments and underlined the positive role of school inclusion in their academic experiences and socio-emotional development. The findings of this research added an original contribution to current literature based on empirical findings that can inform future research and practice as well as current SEND policy.
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