Melanie Diaz, Lauren Hoag, Brooke Shasteen, Benjamin P. Schade, Karen H. Larwin


The low-incidence disability of visual impairment has led to many challenges in the field of education. The present study compared school related issues of adolescents with a visual impairment and their parents to adolescents who do not have a visual impairment and their parents. The purpose of this study was to examine the perspectives of students with a visual impairment and their parents to determine the level of satisfaction of the education the students are receiving. A sample of n = 180 parents and 10th grade students were used to answer the questions regarding various factors of education. The predicted outcome will be that overall parents are satisfied with their child’s education but will have negative feelings regarding the quality of education. It is also predicted that the students with a visual impairment will have similar feelings regarding education.


Article visualizations:

Hit counter


visual impairment, blindness, perception of education


AdHealth (2016). Retrieved from

American Printing House for the Blind. (2006). Annual Report. Louisville, Kentucky: American Printing House for the Blind.

Ayvazoglu, N. R., Hyun-Kyoung, O., & Kozub, F. M. (2006). Explaining physical activity in children with visual impairments: a family systems approach. Exceptional Children, 72(2), 235-248.

Barton, D. D. (1997). Growing up with Jed: parents' experiences raising an adolescent son who is blind. Journal of Visual Impairment & Blindness, 91(3), 203.

Basch, C. E. (2011). Vision and the achievement gap among urban minority youth. Journal of School Health, 81, 599-605.

Brown, C. M., Packer, T. L., & Passmore, A. (2013). Adequacy of the regular early educational classroom environment for students with visual impairments. Journal of Special Education, 46(4), 223-232.

Craig, C.J. (1996). Family support of the emergent literacy of children with visual impairments. Journal of Visual Impairment & Blindness. 90(3), 194-200.

Dimigen, G., Roy, A. W. N., Horn, J., & Swan, M. (2001). Integration of visually impaired students into mainstream education: Two case studies. Journal of Visual Impairment & Blindness, 95(3), 161-164.

Grimmett, E. S., Pogrund, R. L., & Griffin-Shirley, N. (2011). A national study of parents' perspectives on dual-certified vision professionals. Journal of Visual Impairment & Blindness, 105(4), 211-221.

Gray, C. (2010). Visual impairment: The educational experiences of young people in Northern Ireland. Educational & Child Psychology, 27(2), 68-78.

Haegele, J. H., & Lieberman, L. L. (2014). Summertime physical activity opportunities for youths with visual impairments and their families. Journal of Visual Impairment & Blindness, 108(4), 347-350.

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §§ 1400-1401.

Leyser, Y., & Heinze, T. (2001). Perspectives of parents of children who are visually

impaired: implications for the field. Re:View, 33(1), 37-48.

Lohmeier, K., Blankenship, K., & Hatlen, P. (2009). Expanded core curriculum: 12 years later. Journal of Visual Impairment & Blindness, 103(2), 103-112.

Morris, C., & Sharma, U. (2011). Facilitating the inclusion of children with vision impairment: Perspectives of itinerant support teachers. Australasian Journal of Special Education, 35(2), 191-203.

Newman, L. (2005). Parent’s satisfaction with their children’s schooling. Facts from OSEP’s national longitudinal studies, 1-7.

Pinquart, M. & Pfeiffer, J. P. (2012). Psychological adjustment in adolescents with vision impairment. International Journal of Disability, Development and Education, 59(2), 145-155.

Pogrund, R. L., Darst, S., & Boland, T. (2013). Evaluation study of short-term programs at a residential school for students who are blind and visually impaired. Journal of Visual Impairment & Blindness, 107(1), 30-42.

Schade, B. P., & Larwin, K. H. (2015). The impact of visual impairment on perceived school climate. International Journal of Evaluation and Research in Education, 4(3), 101-105.


Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).