The inclusion and equity of mainstream education for Australian students with vision impairment was considered in this phenomenological study of seven students' experiences. Using Interpretative Phenomenology Analysis, the theme of technology was viewed as significant. Participants revealed a combination of ineffective technology for accessing…

The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in-depth interviews of students, augmented by brief…

A single participant phenomenological study using Interpretative Phenomenological Analysis can give voice to a student with vision impairment, exploring and developing our understanding of the experience of schooling. This article focuses on the school experience of a senior school student with vision impairment. Few studies have looked at school…