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

摘要

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. udA 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. udFindings 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). udThis 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. ud