Previous research has identified students with special needs in mainstream education programmes as a vulnerable group susceptible to peer violence. However, there has been a scarcity of studies that specifically examine students with low vision.
Therefore, the objective of this master's thesis was to investigate the first-hand experiences of peer violence among young adults who are blind or partially sighted and who were enrolled in mainstream primary and secondary school programmes. My research focused on examining the roles of individuals, the specific contexts in which peer violence occurred, the reasons attributed by participants to their own involvement in peer violence, strategies employed for coping with such violence, and the ensuing consequences. The study encompassed a sample of seventeen participants, ranging in age from 19 to 37, with five individuals identified as partially sighted while the remaining participants were classified across different categories of blindness. The data for this study were collected through a semi-structured interview approach, comprising six thematic strands. The data were analysed using thematic analysis. The results indicated that all participants had encountered instances of peer violence, wherein verbal violence predominantly occurred during primary school, while relational violence was more prevalent during secondary school. A notable decrease in the prevalence of violence was observed among participants during their transition from primary school to secondary school. Participants exhibited a significantly lower frequency of perpetrating violence compared to the frequency at which they experienced violence from others. The experiences of violence were not limited to classroom settings but also extended to various activities both within and beyond the school environment. Participants looked for reasons for their involvement in peer violence in their characteristics, in the characteristics of their peers, in the actions of adults, and in the broader environmental challenges. A significant majority of the participants exhibited resilience in coping with the violence, managing the challenges without substantial external support. The consequences of the violence were particularly evident in the emotional sphere, in development of defence mechanisms, and in exclusion from the peer group. A minority of participants disclosed enduring significant mental health challenges, indicating the enduring impact of peer violence on their psychological well-being. The research offers a comprehensive synthesis of the issue of peer violence among blind and partially sighted students, highlighting the need for an inclusive approach that prioritizes social inclusion—an aspect often neglected within educational settings.
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