Investigating the lived experience of students with visual impairment based on the phenomenological method

Document Type : Original Article

Authors

1 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 Assistant Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

10.22034/ceciranj.2024.411101.1792

Abstract

Visual impairment affects every person's quality of life, psychological well-being, and independence. To know the living conditions of people with visual impairment, their personal experiences can be examined. This study aimed to investigate the lived experience of students with visual impairment based on the phenomenological method in Isfahan City. The current research was based on a qualitative approach and descriptive phenomenological method, conducted in 1401. The participants were selected using the purposeful sampling method from among students with visual impairment at Isfahan University and the Service Center for Students with Special Needs (SSS) of this university, and there were 12 of them. A semi-structured interview was used to collect data, and the participants' life experiences were examined through interviews with them. The duration of the interviews was between 30 and 45 minutes. The Colaizzi method was used for data analysis. After thematic extraction, the interview results were classified into 6 main themes and 28 sub-themes. The main themes included physical adaptation, staff training, student training, assistive technology, social networks, and employability. Based on the findings, examining the lived experience of students with visual impairment showed that they need support services in different areas. Therefore, these themes can be used to design educational, rehabilitation, and psychological interventions for these students.

Keywords

References

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History

  • Receive Date: 03 June 2023
  • Revise Date: 19 June 2023
  • Accept Date: 01 August 2023

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