Keeping Schools for Blind Students Vital in an Era of Inclusion: Key Elements for Success

Abstract

Introduction This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods This research used qualitative interviews with school administrators, staff members, and teachers at four schools for blind students in the United States. A constant comparison model was used to analyze common themes and trends within the data collected, allowing us to capture the voiced experiences of the interviewees. Results All schools included in this research have built the capacity to serve a wide range of students with visual impairments through both on-campus programs and outreach services. To provide high-quality services, the on-campus programs and the outreach services embraced symbiosis with one another. In parallel to this effort, schools focused on building partnerships with districts and helped build capacity through indirect services. Discussion Underlying ideologies within schools for blind students were the value of inclusion, belief in every student receiving a quality education, and aspiration towards schools for blind students to stay relevant in an era of inclusion. Schools were led by individuals who possessed inspirational and strategic thinking. Implications for Practitioners This research documents the effective ways specialized schools for blind students are relevant in an era of inclusion, documenting the importance of creating new paths within traditional programs. This research outlines successful practices and ideologies that can be implemented by specialized schools, while acknowledging traditional on-campus programming combined with inclusive outreach models to create sustainable programming for all students with visual impairments throughout a state.

Role of Japanese schools for the blind in the era of inclusion

“…Of the schools that provide outreach activities, nearly 50% supply direct instructional services to students attending mainstream schools, in addition to indirect support, such as consultations and in-service training sessions to mainstream classroom teachers. Miyauchi et al (2022) delineate that in the United States, strong relationship networks between mainstream schools and schools for the blind form the bedrock for successful examples of inclusion of students with VI.…”

“…There is research clarifying the extended roles and functions of school for the blind in the era of inclusion (DeMario & Caruso, 2001; McMahon, 2014; Miyauchi et al, 2022). However, to date, the meanings of these activities concerning the inclusive and equitable learning of children with VI remain unclear.…”