Access to Higher Education for Visually Impaired Students in Turkey: Disclosure, Inclusion, and Oppression of Two Pre-Service Teachers

Autor/inn/en	Cinarbas, Halil Ibrahim; Hos, Rabia
Titel	Access to Higher Education for Visually Impaired Students in Turkey: Disclosure, Inclusion, and Oppression of Two Pre-Service Teachers
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 4, S.1342-1359 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cinarbas, Halil Ibrahim) ORCID (Hos, Rabia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1757626
Schlagwörter	Foreign Countries; Preservice Teachers; Visual Impairments; Students with Disabilities; Access to Education; Teacher Education Programs; Self Disclosure (Individuals); Inclusion; Barriers; Advocacy; Student Empowerment; Cultural Influences; Social Influences; Political Influences; English (Second Language); Second Language Instruction; Language Teachers; Student Experience; Turkey + Suchen Sie Ihr Suchwort? Ausland; Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Sozialanwaltschaft; Studienberechtigung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Political influence; Politischer Einfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Studienerfahrung; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01