Schools for the blind can have positive psychological transformative effects on people with visual impairment

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Schools for the ****** can have positive psychological transformative effects on people with visual impairment

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Researchers at University of Tsukuba have discovered that for individuals with acquired visual impairments, “segregated placements,” such as schools for the ******, play a significant role in fostering positive psychological transformation after the onset of impairment.

The researchers have demonstrated that understanding the role of these segregated places is also crucial for realizing an inclusive society that transcends the boundaries of impairment. Their study is published in the

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In Japan, many people with visual impairments aspire to reintegrate into society by enrolling in schools for the ****** designed for this population. However, by prioritizing the principle of inclusion, which entails the participation of people with and without impairments in society, these types of schools are frequently criticized as “segregated placements.”

Despite the importance of the principle of inclusion, recent research has indicated that this implementation may have adverse effects, particularly regarding the loss of segregated placements. Therefore, it is necessary to consider the positive significance of these segregated placements.

Previous research has shown that attending schools for the ****** helps achieve positive psychological transformation; however, the underlying reasons for this effect have not been fully explained.

Through the analysis of interviews with individuals with visual impairments and their narratives, the researchers found that schools for the ******, as segregated placements, have two key functions that contribute to the positive psychological transformation of individuals:

1. they serve as places where people in similar situations—who may have difficulty meeting each other—can connect, help, and cooperate with one another; and
2. they provide environments where impairment-specific educational activities can be developed to address the needs of individuals, allowing those with deteriorating vision to feel accepted and gain confidence.

Understanding the flexibility of segregated placements is crucial for creating an inclusive society.

More information:
Erika Matsuda et al, The meaning of segregated placements from the perspectives of people with acquired visual impairment: Focusing on posttraumatic growth and ********* schools for the ******, British Journal of Visual Impairment (2024).

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Provided by
University of Tsukuba

Citation:
Schools for the ****** can have positive psychological transformative effects on people with visual impairment (2024, October 18)
retrieved 18 October 2024
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