Self-concept of students with visual impairment: twists and turns in their physical, moral, and personal lives

This study investigated the self-concept of students with visual impairment who were placed in mainstream and specialist secondary schools and vocational courses in South Australia. This research was divided into two stages. In Stage 1, the Tennessee Self-Concept Scale: Second Edition (TSCS: 2) was administered to 25 students with visual impairment. In Stage 2, interviews were conducted with 14 students with visual impairment, 5 parents, and 4 teachers. The great majority of the students with visual impairment obtained very low scores in physical, moral, and personal self-concept. Some students achieved average scores in family, social, and academic self-concept. Interviews were conducted with the three groups of respondents on the dimensions of self-concept (physical, moral, and personal) where students secured very low score on self-concept. The factors responsible for the low self-concept were identified through the interviews. For students with low self-concepts, interventions that include parents and teachers can be especially effective. The findings of this research established that parent participation remains useful and a teacher who maintains more personal contact may also prove valuable. The findings can impact pedagogical practices for students with visual impairment and have implications for policy and practice in the field of special and inclusive education.