Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573084
Title: Exploring the friendship experiences of year 7 students with a visual impairment in mainstream secondary schools
Author: Meehan, S. K.
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Abstract:
A mixed-methods concurrent triangulation study was conducted between September 2010 and May 2012, which involved exploring the friendship experiences of Year 7 students with a visual impairment (VI) in mainstream secondary schools. In line with an impetus towards inclusive education policy, over half of visually impaired students in England are now educated in mainstream settings. However, little research currently exists in England regarding the social experiences of this population in such settings. It was hoped that this -'~-" -" - study would provide new insights into their experiences to inform future practice in supporting aspects of their social and emotional development, and social inclusion. Semi- structured interviews were undertaken with participants to explore their experiences of friendship. The interviews were transcribed and analysed using interpretative phenomenological analysis (IPA), which aims to explore lived experiences. Repertory grids, which are grounded in personal construct psychology, were completed with participants in the quantitative aspect of the study and aimed to explore how participants construed friendship as a result of their experiences. Each repertory grid was subject to a principal components analysis (peA). The results of the two interviews were triangulated and are presented case by case in order to retain that which was particular to each participant. A discussion of patterns of convergence and divergence is also provided for the group as a whole. The researcher provides a discussion of these findings in relation to literature and theory, and explicates the impact of the research for future directions in working with students with a VI and the role that Educational Psychologists can play in this.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573084  DOI: Not available
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