Abstract:

Self-determination (S-D) skills’ development may enable students with vision disability (SwVD) to succeed in school, work and community and to enhance self-esteem levels [1]. The notion of S-D is defined as “a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior” [2, p. 10]. Specifically, social acceptance [3] and self-acceptance [4] tend to have an active engagement in developing S-D skills. Whilst the value of S-D skills seem to be crucial in students with disabilities, it seems that there is a research gap regarding the effect of social acceptance on S-D of SwVD [5].
The purpose: The present study investigates the perceptions of special and general education teachers about the role of social acceptance and explores their views of self-acceptance on S-D of SwVD.
Methodology: Twenty-six general education teachers and 17 special education teachers participated in the present study. Their age range was from 22-60 years old with 1-36 years of teaching experience. Data were obtained through semi-structured interviews, and their analysis and classification were conducted through ATLAS.ti 8 software for Windows. The analysis followed the coding system by distinguishing groups of data and tracing thematic patterns in the interviews [6].
Research findings: The analysis of the data revealed that social acceptance plays a crucial role in triggering S-D skills and according to the participants, social acceptance constitutes a major prerequisite for S-D development. In addition, self-acceptance seems to be a mediator influence factor on S-D development, and many participants pointed out that self-acceptance may compose a significant skill of S-D. On the contrary, other participants considered self-acceptance as an outcome of S-D development.
Discussion: Results confirmed the significant role of social acceptance and self-acceptance on S-D of SwVD. Moreover, the results of the present study are in line with literature review regarding relevant models and approaches. Nevertheless, more evidence-based approaches are needed in order to create a robust pool of data to arrive at more conclusive inferences regarding the role of social acceptance and self-acceptance on S-D of SwVD.
References:
[1] K. E. Wolffe and P. L. Rosenblum, “Self-Determination,” in ECC Essentials: Teaching the Expanded Core curriculum to Students with Visual Impairments, C. B. Allman and S. Lewis, Eds. New York: AFB Press, 2014, pp. 470–509.
[2] S. Field, J. Martin, R. Miller, M. Ward, and M. Wehmeyer, A Practical Guide for Teaching Self-Determination. Reston, VA: Council for Exceptional Children, 1998.
[3] S. Soresi, L. Nota, and M. L. Wehmeyer, “Community involvement in promoting inclusion, participation and self-determination,” International Journal of Inclusive Education, vol. 15, no. 1, pp. 15–28, 2011.
[4] G. D. Campbell-Whatley, “Teaching Students about Their Disabilities: Increasing Self-Determination Skills and Self-Concept,” International Journal of Special Education, vol. 23, no. 2, pp. 137–144, 2008.
[5] M. Agran, S. Hong, and K. Blankenship, “Promoting the Self-Determination of Students with Visual Impairments: Reducing the Gap Between Knowledge and Practice,” Journal of Visual Impairment & Blindness, vol. 101, no. 8, pp. 453–464, 2007.
[6] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative Data Analysis: A Method Sourcebook, 3rd ed. Thousand Oaks, California: Sage Publications, 2014.

Keywords:

Self-determination, social acceptance, self-acceptance, vision disability, teachers’ perceptions.