eTheses Repository

Using a sociocultural framework to explore the experiences of visually impaired young people who leave school; their transition experiences, feelings of independence and sense of identity during the transition process: an interpretative phenomenological analysis

Williams, Huw (2015)
Ed.Psych.D. thesis, University of Birmingham.

PDF (1414Kb)Redacted Version


Whilst there is a reasonable research evidence base concerning the experiences of visually impaired young people during their compulsory education and in terms of their subsequent employment prospects, there is a paucity of evidence examining the transitions between these two elements of the lived experience of these young people, including their perceptions of their levels of independence and self-identity during transition.
A sociocultural framework was utilised to explore the experiences of five young people with a visual impairment who had experienced challenges during their respective transition journeys from compulsory education into further education, training, employment and unemployment. Following in-depth semi-structured interviews with the participants themes were identified relating to the young people’s transition experiences, feelings of independence and sense of identity during the transition process and were explored using interpretative phenomenological analysis.
Findings suggested that the young people participating in this research were largely content with the support that they received during their compulsory education but felt in need of greater levels of support in terms of developing resilience, self-advocacy skills, problem-solving and assertiveness in achieving a successful transition into further education, vocational training and employment and avoiding becoming not in education, employment or training (NEET).
This research is set within a social and political context of high levels of unemployment amongst young people in the United Kingdom and even higher levels of unemployment amongst young people with disabilities and specifically those with a visual impairment.

Type of Work:Ed.Psych.D. thesis.
Supervisor(s):Leadbetter, Jane and Douglas, Graeme
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:BF Psychology
HV Social pathology. Social and public welfare
LC Special aspects of education
Institution:University of Birmingham
ID Code:6319
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
Export Reference As : ASCII + BibTeX + Dublin Core + EndNote + HTML + METS + MODS + OpenURL Object + Reference Manager + Refer + RefWorks
Share this item :
QR Code for this page

Repository Staff Only: item control page