Interschool interaction, students with low vision, sighted students, social identity, interpretative phenomenological analysis
その他のタイトル
Construction of Reciprocal Equality for Inclusive Society : Analysis of the Social Identities of Students with and without Low Vision within Interschool Interaction
We discussed identities of students with and without visual impairment during interschool interactions. One day’s interschool interaction between groups of students with and without visual impairment (2 were blind, 9 had low vision and 13 were sighted students) was videotaped, and in-depth interviews with all participants were conducted. Through interpretative phenomenological analysis, a positively inverse relationship was found. Although this unusual relationship seemed to be good, it brought about a hidden disadvantage for students with low vision. We proposed that inverse inequality should adjust towards reciprocal equality to realize an inclusive society.
インクルーシブな社会に向けた互恵的対等さの構築 ： 学校間交流における弱視児と晴眼児の社会的アイデンティティの分析
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