Adolescents with visual impairments face unique psychosocial, emotional, and practical challenges as they develop their identity and adapt to life’s demands. This master's thesis explored their experiences, focusing on the impact of emotional and social support and their coping mechanisms with visual impairments. A qualitative phenomenological approach was employed, incorporating semi-structured interviews with ten adolescents aged 12 to 18, diagnosed with blindness or severe visual impairment.
The research findings revealed that emotional support from family, social support from peers, and professional assistance are crucial for successfully overcoming challenges. Participants highlighted the importance of educational adaptations but pointed out deficiencies such as insufficient tiflopedagogical support, a lack of adapted learning materials, and technical aids. The study emphasized the role of the IRIS Center as a vital institution providing comprehensive support to visually impaired adolescents in Slovenia while underscoring the need for more tiflopedagogues and the establishment of additional study programs in this field.
Despite fears concerning their future, social exclusion, and employment opportunities, the adolescents demonstrated remarkable resilience and adaptability. The study stresses the importance of raising public awareness, reducing stereotypes, and upgrading support systems that enable adolescents to integrate equally and realize their potential. Practical implications include the development of comprehensive support programs, adaptations in the educational system, and fostering the independence and emotional stability of adolescents with visual impairments.
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