It is barely taken into account that a visually impaired child might one day become a parent. Research on the insider perspectives of parents on parenting with a visual impairment is scarce. This exploratory study reports on how six mothers and seven fathers living with a visual impairment experience parenthood. An individual or paired open interview, followed by qualitative content analysis, captured their multi-layered and personal lived experiences on parenting. Analysis of the data collected revealed three themes: the actual practices of daily parenting as an exploration of a personal and unique toolbox for each parent; a parental urge to prove themselves to overcome extra doubts, pressure and othering; and the relational work of parents with their partner and child(ren).
Participating in academic events of knowledge exchange is primordial for researchers. The experiential experiences of people with visual impairments with accessibility differences in such scientific practices are reflected. The theoretical concept of ‘accessible participation’ is linked with the exchange of lived experiences of the first two authors—both PhD researchers who are visually impaired—who take part in academic conferences in the domain of Disability Studies. Boundary conditions, intensive preparation, connecting with colleagues and making scientific contributions are analysed as accessibility issues that are necessary to enable participation in an academic context.
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