Support for Learning

The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in‐depth interviews of students, augmented by brief interviews with Heads of Education Support, parents, aides and teachers. Students attributed difficulties to time available, accessing e‐print and large format materials, assistive technology and access, and exclusion from classes of science, mathematics, and physical education in particular. In Australia, there is an expectation that legally mandated adjustments for students with disabilities will enable equitable, quality, and inclusive education. This was not evident in the experiences of the students in this study. Having aide support did not prevent exclusionary practices. Educators and support staff need to understand the perspectives of students with vision impairments to better facilitate successful teaching and learning experiences.