Skip to main content
×
×
Home

Views of independence and readiness for employment amongst young people with visual impairment in the UK

  • Graeme Douglas (a1) and Rachel Hewett (a1)
Abstract

There is concern that young people with visual impairment do not leave school adequately prepared for the workplace. Seventy young people from the UK with visual impairment (aged 16–19) took part in semi-structured interviews exploring how they define independence and how they predict they would deal with employment-based problems. Two overarching themes emerged: (1) how active/passive the young people felt they should be in solving problems (active–passive dimension), and (2) to whom (themselves or others) the young person attributed the responsibility for problems and solutions (internaliser–externaliser dimension). The results provide evidence of the importance of teaching young people disability-specific skills at school (an ‘expanded core curriculum’) which aims to maximise young people's independence while giving them a clear understanding of the accommodations to which they are entitled.

Copyright
Corresponding author
Address correspondence to: Graeme Douglas E-mail: g.g.a.douglas@bham.ac.uk/r.g.hewett@bham.ac.uk Tel: 0121 414 6736/ 0121 414 4394 Fax: 0121 414 4865
References
Hide All
Capella McDonnall, M. (2011). Predictors of employment for youths with visual impairments: Findings from the second national longitudinal transitions study. Journal of Visual Impairment & Blindness, 105, 453466.
Clements, B., Douglas, G., & Pavey, S. (2011). Which factors affect the chances of paid employment for individuals with visual impairment in Britain? WORK: A Journal of Prevention, Assessment, and Rehabilitation. 39, 2130.
Crudden, A. (2012). Transition to employment for students with visual impairments: components for success. Journal of Visual Impairment & Blindness,106, 389399.
Department for Education and Skills (2002). Quality standards in education support services for children and young people with visual impairment. Annesley, UK: DFES Publications.
Dodds, A., Ferguson, E., Ng, L., Flannigan, H., Hawes, G., & Yates, L. (1994). The concept of adjustment: A structural model. Journal of Visual Impairment and Blindness, 88 (6), 487–497.
Douglas, G., Pavey, S., Clements, B., & Corcoran, C. (2009), Network 1000: access to employment amongst visually impaired people. Visual Impairment Centre for Teaching and Research, University of Birmingham.
Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J., & Farrell, A. (2009). International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children. National Council for Special Education (NCSE), Trim, Ireland.
Douglas, G., McLinden, M., & Weston, A. (2010). Evaluation of alternative exam presentation methods for pupils with low vision. Report for RNIB. Retrieved from http://www.rnib.org.uk/research
Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J., & Farrell, A. (2011). Access to print literacy for children and young people with visual impairment: findings from a review of literature. European Journal of Special Needs Education, 26, 1, 2538.
Douglas, G., Pavey, S., Corcoran, C., & Eperjesi, F. (2010). Individuals’ recollections of the experiences in eye clinics and understanding of their eye condition: results from a survey of visually impaired people in Britain. Ophthalmic and Physiological Optics, 30, 6, 748757.
Douglas, G., Pavey, S., Corcoran, C., & Clements, B. (2012) Evaluating the use of the ICF as a framework for interviewing people with a visual impairment about their mobility and travel. British Journal of Visual Impairment, 30, 621.
Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., Powers, S., Guldberg, K., McGough, A., O’Donnell, M., & Lacey, P. (2012). Measuring educational engagement, progress and outcomes for children with special educational needs: a review. National Council for Special Education (NCSE), Trim, Ireland.
Franklin, A., Keil, S., Crofts, K., & Cole-Hamilton, I. (2001) Shaping the future: the educational experiences of 5 to 16-year old blind and partially sighted children and young people. Research report 2. RNIB: London.
Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28, 2532.
Hewett, R., & Douglas, G. (2011a) Post-14 transitions support – a survey of the transition experience of visually impaired young people: technical report of findings to summer 2011. Report for RNIB. Retrieved from http://www.rnib.org.uk/research
Hewett, R., & Douglas, G. (2011b) Life after GCSEs – initial report from the RNIB Transitions Project. Conference paper presented at RNIB Transitions Conference, July 2011. Visual Impairment Centre for Teaching and Research, University of Birmingham.
Koenig, A., & Holbrook, M.C. (2000). Instruction strategies for children and youths with visual impairment. Vol. 2 of Foundations of education. 2nd ed.New York: AFB.
Lusk, K.E., & Corn, A.L. (2006) Learning and using print and braille: a study of dual-media learners, part 1. Journal of Visual Impairment & Blindness, 100, 606619.
Mason, H. (1999). Blurred vision: a study of the use of low vision aids by visually impaired secondary school pupils. British Journal of Visual Impairment, 17, 9497.
McBroom, L. (1997). Making the grade: college students with visual impairments. Journal of Visual Impairment & Blindness, 91, 261270.
Meager, N., & Carta, E. (2008) Labour market experiences of people with seeing difficulties: secondary analysis of LFS data. Institute for Employment Studies for RNIB. London: RNIB.
Pavey, S., Douglas, G., McCall, S., McLinden, M., & Arter, C. (2002). The mobility and independence needs of children with a visual impairment: summary report. London: RNIB.
Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104, 6, 338348.
Straus, A., & Corbin, J. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory (2nd Edition). California: Sage Publications.
World Health Organisation (WHO). (2001). The international classification of impairments, disabilities and handicaps. Geneva, Switzerland: WHO.
Wolffe, K. (2000). Growth and development of youths with visual impairments. In Holbrook, C., & Koenig, A. (Eds.), Foundations of education, Vol. 1. New York: American Foundation for the Blind.
Wolffe, K. (2010). Adults with low vision: personal, social and independent living needs. In Corn, A. L. & Erin, J. N. (Eds.), Foundations of low vision, 2nd ed.New York: AFB Press.
Wolffe, K., & Kelly, S. (2011). Instruction in areas of the expanded core curriculum linked to transition outcomes for students with visual impairments. Journal of Visual Impairment & Blindness, 105, 340349.
Wolffe, K., & Spungin, S.J. (2002). A glance at worldwide employment of people with visual impairments. Journal of Visual Impairment & Blindness, 96, 245253.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

The Australian Journal of Rehabilitation Counselling
  • ISSN: 1323-8922
  • EISSN: 1838-6059
  • URL: /core/journals/australian-journal-of-rehabilitation-counselling
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Keywords

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed