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Educational Achievement and Psychosocial Transition in Visually Impaired Adolescents pp 111–117Cite as

Critical Reflections: Concluding Thoughts and Future Possibilities

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Abstract

This chapter highlights some of the findings of the study. It reasserts the view that blind and sighted students do not differ in respect of their self-esteem, adjustment, and academic achievements. The students were found to be confident, capable of shouldering responsibilities, adaptable and determined. Among several factors, parents and teachers played a dominant role in shaping the behaviour of students. Ecological analysis of non-integrated schools for blind students showed that architectural and instructional barriers such as lack of barrier free environment, adequate and appropriate study materials such as non-availability of Braille books, necessary support services, adequate transport services, lack of continuous funding, restrictions on the legislative measures undertaken for the empowerment of people with disabilities, lack of follow up procedures for their implementation and so on emerged as some of the loopholes in the implementation of these educational programmes.

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  1. Loreto College, Kolkata, Kolkata, West Bengal, India

    Ranjita Dawn

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  1. Ranjita Dawn
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Correspondence to Ranjita Dawn .

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Dawn, R. (2018). Critical Reflections: Concluding Thoughts and Future Possibilities. In: Educational Achievement and Psychosocial Transition in Visually Impaired Adolescents . SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6644-3_5

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  • DOI: https://doi.org/10.1007/978-981-10-6644-3_5

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-6643-6

  • Online ISBN: 978-981-10-6644-3

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