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‘We’re on their side, aren’t we?’ Exploring Qualified Teacher of Children and Young People with Vision Impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children

Pilson, Anna

‘We’re on their side, aren’t we?’ Exploring Qualified Teacher of Children and Young People with Vision Impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children Thumbnail


Authors

Anna Pilson anna.pilson@durham.ac.uk
PGR Student Doctor of Philosophy



Abstract

Mindful of the assertion that children with vision impairment (VI) are three times more likely than their peers to develop a mental health problem, this study aimed to identify practitioner-perceived priorities in supporting the emotional well-being of visually impaired children, via eliciting self-reported explorations of professional practice and experiences of Qualified Teacher of Children and Young People with Vision Impairment (QTVI). Using a focus group-based interviewing technique with QTVIs from a single peripatetic VI advisory service in England, the study found that despite evident good practice, the QTVIs could feel inhibited by a lack of confidence in their ability to deliver adequate and appropriate intervention. This stems from a perceived lack of knowledge of resources available, a feeling of ‘reinventing the wheel’ and ‘bolting on’ to existing generic materials to try to improve their relevance to VI, and also an uncertainty regarding ownership of delivery of such interventions. QTVIs demonstrated clear willingness to support the emotional well-being of pupils on their caseload, but expressed a desire for more professional training, a clearer understanding of the breadth of the QTVI role, and a centralisation of knowledge and resources pertaining to emotional well-being. Therefore, this article recommends the development of resources for sharing good practice, as well as encouraging the VI educational sector to provide additional continuing professional development opportunities, and also potentially a review of the course specification of the Mandatory Qualification for Vision Impairment Teaching in England.

Journal Article Type Article
Acceptance Date Dec 1, 2020
Online Publication Date Feb 3, 2021
Publication Date May 1, 2022
Deposit Date Sep 21, 2021
Publicly Available Date Oct 5, 2021
Journal British Journal of Visual Impairment
Print ISSN 0264-6196
Electronic ISSN 1744-5809
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 40
Issue 2
Pages 335-350
DOI https://doi.org/10.1177/0264619620984218
Public URL https://durham-repository.worktribe.com/output/1233091

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Published Journal Article (Advance online version) (182 Kb)
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Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
Advance online version This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).





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