Education of Children With Visual Impairments in Inclusive Settings in England: Research Trends

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  • MIYAUCHI Hisae
    Department of Elementary Education, Ibaraki Christian University (Present affiliation: Faculty of Human Sciences, University of Tsukuba)

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  • イギリスにおけるインクルーシブ環境下での視覚障害教育に関する研究動向
  • イギリス ニ オケル インクルーシブ カンキョウ カ デ ノ シカク ショウガイ キョウイク ニ カンスル ケンキュウ ドウコウ

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The present article reviews current trends in England in research on the education of children who are visually impaired. Following a review of the relevant literature, 49 articles published within the last 10 years were categorized as follows: (a) analysis of present conditions, (b) research on teaching methods and apparatus, (c) research on teacher training and the support system, (d) research on social inclusion, and (e) historical research. Research focused on practical issues was the most common. Researchers' interests were not only on where children with visual impairments are educated, but also on how they are supported and educated. In addition, the research reviewed did not focus only on education, but also focused on the social life of children with visual impairments. The research reviewed was conducted by universities, research centers, and charity organizations in order to improve the quality of education of children with visual impairments in inclusive settings.

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