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Access to Higher Education for Visually Impaired Students in Turkey: Disclosure, Inclusion, and Oppression of Two Pre-service Teachers
Date
2020-05-01
Author
Cinarbas, Halil Ibrahim
Hos, Rabia
Metadata
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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This qualitative case study examined the experiences of two pre-service teachers with visual impairments at a Turkish university. Two pre-service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and formal documents. The qualitative analysis of data was completed with the utilisation of MAXQDA software. The findings suggested that even though the institution fulfilled the minimum requirements for the regulations, there were several issues that needed to be addressed in order to provide accessibility to the students with visual impairments. Also, the empowerment and advocacy of students with disabilities were oppressed by dominance social, cultural, and political bodies. In this regard, recommendations and implications for future research are discussed.
Subject Keywords
Education
,
Developmental and Educational Psychology
,
Health(social science)
,
Health Professions (miscellaneous)
URI
https://hdl.handle.net/11511/64798
Journal
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
DOI
https://doi.org/10.1080/1034912x.2020.1757626
Collections
Department of Foreign Language Education, Article
Citation Formats
IEEE
ACM
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MLA
BibTeX
H. I. Cinarbas and R. Hos, “Access to Higher Education for Visually Impaired Students in Turkey: Disclosure, Inclusion, and Oppression of Two Pre-service Teachers,”
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
, pp. 0–0, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/64798.