The Psychosocial Experiences of a Student with Low Vision - JVIB - March 2006

This article presents an in-depth case study of the psychosocial experiences of Eric, a student with low vision, who is enjoying social success in his neighborhood school. It explores the factors that contribute to Eric's social successes at school and in the community and presents a model for inclusion. The majority of students who are visually impaired (that is, are blind or have low vision) in Canada and the United States are educated within inclusive classrooms in their neighborhood schools, rather than in residential schools for students with visual impairment (American Foundation for the Blind, n.d.). Yet, research in several Western countries has revealed that many of these students are lonely and isolated from their sighted peers. They have fewer friends, fewer opportunities to socialize, and fewer occasions to develop their interpersonal skills than do students who are sighted (Huurre & Aro, 2000; Huurre, Komulainen, & Aro, 1999; Kef, 2002; Kekelis & Sacks, 1992; MacCuspie, 1992; McGaha & Farran, 2001; Rosenblum, 1998; Schneekloth, 1989). Despite earnest attempts to include children who are visually impaired in regular classrooms, many of them continue to be disadvantaged socially and emotionally (Corn & Koenig, 1996). To date, few studies (MacCuspie, 1992, 1996; Sacks, Wolffe, & Tierney, 1998) have sought to understand the social and http://www.afb.org/jvib/jvib000304.asp (1 of 22)3/29/2006 5:18:33 PM The Psychosocial Experiences of a Student with Low Vision JVIB March 2006 emotional experiences of young students with low vision who are considered to be relatively well integrated and socially accepted by their sighted peers, although there have been a small number of studies on adolescents (see, for example, Huurre et al, 1999; Rosenblum, 1998). Rosenblum, in particular, called for such inquiries, recognizing the "need to obtain additional information on the social aspects of visual impairments" at the elementary level and that identifying visually impaired students "who are interacting successfully will enable researchers to isolate the skills and strategies these children use and to develop interventions to aid those who are unsuccessful in this area" (p. 595). The purpose of the case study that is presented in this article was to consider the social and psychological experiences of students with visual impairments by examining the psychosocial development of Eric (a pseudonym), a sixth-grade student with low vision. Merriam (1998) suggested that a case study of this nature, in which the focus is on the individual, is best described as a psychological case study. She further differentiated the psychological case study by characterizing it as a means to investigate human behavior on an individual basis or within a program, event, or process. In our case study, we examined Eric's personal experiences, as well as the perspectives of significant individuals in his life, that contributed to his overall emotional well-being and success in the classroom. Review of the literature Research on the social development of students who are visually impaired has revealed that many students are disadvantaged socially when compared to their sighted peers (Kekelis & Sacks, 1992; McGaha & Farran, 2001; Rogow, 1999). The lack of visual input, perceptions of the lack of attractiveness, and decreased levels of physical activity and perceived competence further place these students at risk of being isolated from their sighted peers http://www.afb.org/jvib/jvib000304.asp (2 of 22)3/29/2006 5:18:33 PM The Psychosocial Experiences of a Student with Low Vision JVIB March 2006 (Frame, 2000; Gold, 2002; Hopkins, Gaeta, Thomas, & Hill, 1987; Kekelis, 1992; Shapiro, Moffett, Lieberman, & Dummer, 2005; Van Hasselt, 1983). In school settings, students who are visually impaired use different media to access the curriculum, including large print, audio materials, and braille, which may lead children who are sighted to develop false notions about them. These incorrect perceptions include the belief that they (the sighted children) are more intelligent than are those who are visually impaired because they may have superior fluency when reading and writing (Kekelis, 1992; MacCuspie, 1992). Students with low vision may also be considered to be at a greater risk than those who are blind for deficient social knowledge. In a noteworthy study of social and practical knowledge (Corn & Bishop, 1984), students with low vision scored significantly lower (mean results at the 25th percentile) than did those who were blind (mean results at the 50th percentile) on the Practical Knowledge Quotient, probably because the students with low vision were not afforded the same level of verbal support (explanations) as were those who were blind. Therefore, for many reasons, students with low vision may become socially isolated from their sighted peers, even in inclusive classrooms. Because of the variability that exists among students with low vision, such as the nature of the impairment and age of onset, the presence of other conditions or syndromes, learning aptitude, and type of reading medium, research results that are generalizable have been difficult to achieve. While the results of most studies have shown a lack of development of social skills and peer rejection among students with low vision, further research is needed to provide teachers and researchers with a better understanding of the factors that contribute to these students' successful inclusion. http://www.afb.org/jvib/jvib000304.asp (3 of 22)3/29/2006 5:18:33 PM The Psychosocial Experiences of a Student with Low Vision JVIB March 2006