Exploring the lived experiences of students with vision impairments as they transition to mainstream universities in China: A bioecological perspectiv

探索视力障碍学生过渡到中国主流大学的生活经历：生物生态学视角

• 批准号: 2740722
• 金额: --
• 依托单位: University of Birmingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2740722
• 关键词: Exploring; lived; experiences; students; vision

Following domestic and international pressure, the door to mainstream universities in China was formally opened to students with vision impairment (VI) in 2015 with 'the regulation of students with disabilities sitting the National College Entrance Examination (NCEE)'. This policy listed 12 reasonable adjustments including provision of braille/ large printed test papers. Nevertheless, evidence suggests students and all stakeholders were ill-prepared for this transition from special to inclusive education approaches. This difficulty may be attributed to the fragmented pre-university educational provision and problematic implementation of inclusion in universities. For example, previous research (Ma & Ni, 2020; Man, 2021; Wang & Deng, 2021) has identified concerns in relation to:(1) prior educational experience (e.g. leaving schools with lower prior academic attainment and inadequate requisite skills such as orientation and mobility, self-advocacy, and assistive technology); (2) resources in universities (e.g. having to rely on sighted peers because of absence of disability offices in universities); (3) VI students being elevated as inspirational role models that heightens social stigma/misunderstanding but obscures universities' responsibilities.Driven by my own lived transition experience in China as registered blind student, this project will explore the holistic experience of transition to mainstream universities in China for students with VI using the bioecological model of inclusive higher education as a theoretical framework. The model is based on Bronfenbrenner's bioecological model of human development (Bronfenbrenner, 2005), which was refined and applied by Hewett et al. (2017) in their longitudinal project of post-school transitions for students with VI in the UK. By applying this model in the context of China, my project promises to reflect not only the complexity and inclusivity of the current interrelated support systems (at micro to macrosystem levels) in that country, but also the role of students developing personal agency over time (chronosystem), as well as how this influences the students' lived transition experience (Hewett et al., 2020).A heuristic case study will be employed which allows me not only to understand the interaction amongst factors in the complicated ecosystem, but also integrates my personal experiences as a participant with data from other participants. Data collection will be centered on students with VI in China who have experienced/ are experiencing the first year in university, but will also include their parents and faculties, workers with VI in disabled people's organisations who held the preparative summer camp, and policies at different levels. Interviews, observations and document collection will be undertaken simultaneously, establishing a solid foundation of analysis for my study (Grbich, 2012).Documenting the lived experience of students with disabilities in higher education should be central to inform any changes in research, policy and practice (Fuller et al., 2004). Yet no research has concerned the lived experience and transition to universities for students with disabilities/VI in China. Moreover, the insider perspective of my lived transition experience is also methodologically rare but important in disability research. Thus, my project aims to fill an important research gap, expanding the applied model in a different context, gaining depth and methodological development from the insider perspective in research. The wider aim is to inform changes in national inclusion policies to benefit not only students with VI but a wider group of students with disabilities by improving the transition system in practice.

迫于国内外压力，2015年，中国正式向视力障碍(VI)学生敞开了进入主流大学的大门，出台了《残疾学生高考管理办法》。这项政策列出了12项合理的调整，包括提供盲文/大型印刷试卷。然而，有证据表明，学生和所有利益相关者对这种从特殊教育方法向包容性教育方法的过渡准备不足。这一困难可能归因于大学学前教育的提供支离破碎，以及大学在实施包容性方面存在问题。例如，以前的研究(Ma&Ni，2020；Man，2021；Wang&邓，2021)确定了与以下方面有关的问题：(1)以前的教育经历(例如，离开学校之前的学历较低，以及定向和流动性、自我宣传和辅助技术等必要技能不足)；(2)大学资源(例如，由于大学中没有残疾人办公室，不得不依赖有视力的同龄人)；(3)VI学生被提升为鼓舞人心的榜样，加剧了社会耻辱/误解，但模糊了大学的责任。本项目将以我作为注册盲人学生在中国的亲身过渡经历为驱动，以包容性高等教育的生物生态模式为理论框架，探索VI学生在中国过渡到主流大学的整体经历。该模型基于Bronfenbrenner的人类发展生物生态学模型(Bronfenbrenner，2005)，该模型是由Hewett等人改进和应用的。(2017)在他们的纵向项目的毕业后过渡的学生与VI在英国。通过将这个模型应用到中国的背景下，我的项目承诺不仅反映那个国家当前相互关联的支持系统(在微观到宏观系统层面)的复杂性和包容性，还将反映学生随着时间的推移发展个人代理的角色，以及这如何影响学生的生活过渡体验(休伊特等人，2020年)。本研究将采用启发式案例研究，使我不仅能够理解复杂生态系统中各因素之间的相互作用，而且将我作为参与者的个人经历与来自其他参与者的数据相结合。数据收集将集中在中国已经历/正在经历大学一年级的VI学生，但也将包括他们的父母和教职员工，举办准备夏令营的残疾人组织中的VI工作人员，以及不同级别的政策。访谈、观察和文件收集将同时进行，为我的研究奠定坚实的分析基础(Grbich，2012)。记录残疾学生在高等教育中的生活经历应该是为研究、政策和实践中的任何变化提供信息的核心(Fuller等人，2004年)。然而，目前还没有关于中国残障学生的生活经历和大学转型的研究。此外，我生活中的过渡经历的内部视角在方法上也是罕见的，但在残疾研究中很重要。因此，我的项目旨在填补一个重要的研究空白，在不同的背景下扩展应用模型，从内部研究的角度获得深度和方法上的发展。更广泛的目的是通过改进实践中的过渡制度，使国家包容政策的变化不仅惠及VI学生，而且惠及更广泛的残疾学生群体。