“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v6i4.1697 |
Resumo: | University students with visual impairment in Israel and worldwide face multiple academic and social barriers and must develop techniques, strategies and skills to adjust to the university environment. The current article is based on a longitudinal qualitative study aimed at incorporating students’ voices and offers some insight into the ways students experience their academic journeys. The research method combined grounded theory with the emancipatory disability research paradigm, which draws explicitly from people with disabilities’ collective experience and thus directly challenges this group’s widespread social oppression. This combination allowed the researcher to focus on students’ initial experiences as subjectively perceived. Sixteen students all defined as legally blind, from four universities in Israel, were interviewed over a 2-year period of their studies. The findings present two complementary narratives the interviewees used while configuring their identities. The article will focus on findings that suggest that during their academic journeys, students needed to manage a process of integrating their identity both as disabled and as students, choosing when and where to perform each identity and determining what the implications of each choice were along with each one’s related costs and benefits. The study’s implications and recommendations can help professionals and support services improve inclusion and equality in higher education. |
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“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairmentdisability studies; higher education; identity; students; visual impairmentUniversity students with visual impairment in Israel and worldwide face multiple academic and social barriers and must develop techniques, strategies and skills to adjust to the university environment. The current article is based on a longitudinal qualitative study aimed at incorporating students’ voices and offers some insight into the ways students experience their academic journeys. The research method combined grounded theory with the emancipatory disability research paradigm, which draws explicitly from people with disabilities’ collective experience and thus directly challenges this group’s widespread social oppression. This combination allowed the researcher to focus on students’ initial experiences as subjectively perceived. Sixteen students all defined as legally blind, from four universities in Israel, were interviewed over a 2-year period of their studies. The findings present two complementary narratives the interviewees used while configuring their identities. The article will focus on findings that suggest that during their academic journeys, students needed to manage a process of integrating their identity both as disabled and as students, choosing when and where to perform each identity and determining what the implications of each choice were along with each one’s related costs and benefits. The study’s implications and recommendations can help professionals and support services improve inclusion and equality in higher education.Cogitatio2018-12-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v6i4.1697oai:ojs.cogitatiopress.com:article/1697Social Inclusion; Vol 6, No 4 (2018): Students with Disabilities in Higher Education; 218-2292183-2803reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/1697https://doi.org/10.17645/si.v6i4.1697https://www.cogitatiopress.com/socialinclusion/article/view/1697/1697Copyright (c) 2018 Nitsan Almoghttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlmog, Nitsan2022-12-20T11:00:05Zoai:ojs.cogitatiopress.com:article/1697Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:34.091177Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
title |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
spellingShingle |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment Almog, Nitsan disability studies; higher education; identity; students; visual impairment |
title_short |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
title_full |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
title_fullStr |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
title_full_unstemmed |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
title_sort |
“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment |
author |
Almog, Nitsan |
author_facet |
Almog, Nitsan |
author_role |
author |
dc.contributor.author.fl_str_mv |
Almog, Nitsan |
dc.subject.por.fl_str_mv |
disability studies; higher education; identity; students; visual impairment |
topic |
disability studies; higher education; identity; students; visual impairment |
description |
University students with visual impairment in Israel and worldwide face multiple academic and social barriers and must develop techniques, strategies and skills to adjust to the university environment. The current article is based on a longitudinal qualitative study aimed at incorporating students’ voices and offers some insight into the ways students experience their academic journeys. The research method combined grounded theory with the emancipatory disability research paradigm, which draws explicitly from people with disabilities’ collective experience and thus directly challenges this group’s widespread social oppression. This combination allowed the researcher to focus on students’ initial experiences as subjectively perceived. Sixteen students all defined as legally blind, from four universities in Israel, were interviewed over a 2-year period of their studies. The findings present two complementary narratives the interviewees used while configuring their identities. The article will focus on findings that suggest that during their academic journeys, students needed to manage a process of integrating their identity both as disabled and as students, choosing when and where to perform each identity and determining what the implications of each choice were along with each one’s related costs and benefits. The study’s implications and recommendations can help professionals and support services improve inclusion and equality in higher education. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v6i4.1697 oai:ojs.cogitatiopress.com:article/1697 |
url |
https://doi.org/10.17645/si.v6i4.1697 |
identifier_str_mv |
oai:ojs.cogitatiopress.com:article/1697 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/1697 https://doi.org/10.17645/si.v6i4.1697 https://www.cogitatiopress.com/socialinclusion/article/view/1697/1697 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Nitsan Almog http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Nitsan Almog http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio |
publisher.none.fl_str_mv |
Cogitatio |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 6, No 4 (2018): Students with Disabilities in Higher Education; 218-229 2183-2803 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130662103416832 |