Segregated placements can have positive psychological transformative effects on people with visual impairment

Tsukuba, Japan—In Japan, many people with visual impairments aspire to reintegrate into society by enrolling in schools for the blind designed for this population. However, by prioritizing the principle of inclusion, which entails the participation of people with and without impairments in society, these types of schools are frequently criticized as "segregated placements."

Despite the importance of the principle of inclusion, recent research has indicated that this implementation may have adverse effects, particularly regarding the loss of segregated placements. Therefore, it is necessary to consider the positive significance of these segregated placements. Previous research has shown that attending schools for the blind helps achieve positive psychological transformation; however, the underlying reasons for this effect have not been fully explained.

Through the analysis of interviews with individuals with visual impairments and their narratives, the researchers found that schools for the blind, as segregated placements, have two key functions that contribute to the positive psychological transformation of individuals: (1) they serve as places where people in similar situations—who may have difficulty meeting each other—can connect, help, and cooperate with one another; and (2) they provide environments where impairment-specific educational activities can be developed to address the needs of individuals, allowing those with deteriorating vision to feel accepted and gain confidence.

Understanding the flexibility of segregated placements is crucial for creating an inclusive society.

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This work was supported by the JSPS Research Fellowships for Young Scientists, grant number 22J10451.

_{Original Paper}

Title of original paper:
The Meaning of Segregated Placements from the Perspectives of People with Acquired Visual Impairment: Focusing on Posttraumatic Growth and Japanese Schools for the Blind

Journal:
British Journal of Visual Impairment

DOI:
10.1177/02646196241283527

_{Correspondence}

Associate Professor MIYAUCHI, Hisae
Institute of Human Sciences, University of Tsukuba

Assistant Professor MATSUDA, Erika
Course of Physical Therapy, Department of Health, Faculty of Health Sciences, Tsukuba University of Technology / Doctoral Program in Disability Sciences, Degree Programs in Comprehensive Human Sciences, Graduate School of Comprehensive Human Sciences, University of Tsukuba

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Institute of Human Sciences