Participation in extracurricular and non-academic activities :the blind student perspective


Streeter, Larry E.. (2007). Participation in extracurricular and non-academic activities :the blind student perspective. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

Participation in extracurricular and non-academic activities :the blind student perspective
Streeter, Larry E.
Blind--Education Student activities
This heuristic inquiry study, based on the writings of Moustakas, focused on the factors that determine participation in extracurricular and non-academic activities from the perspective of blind students. On a consistent basis, blind students have been denied an equal opportunity for full inclusion into extracurricular and non-academic activities. Student perspectives were critically examined through in-depth interviews, data collection, and observations. The study examined the supports that influence and constraints that impede blind students participation in extracurricular activities (in high school and college) as defined by three categories: organized sports and intramurals, clubs and organizations, and performing arts. A total of 16 full time, blind college participants, 8 males and 8 females between the ages of 18 and 25, were interviewed. The interviews were transcribed. Individual portraits were illustrated and a group depiction was developed. Qualities were coded and placed into one of five themes: Barriers; Engaging; Skills; Influence; and Freedom. Participants discussed their involvement in various activities and identified positive and negative forces which exist that blind students face in their quest for equal opportunity to participate.;Results of the study showed that the extent of participation in extracurricular activities relates to how participants cope with barriers; the drive and motivation to be involved; the degree of competency of their blindness skills; the level of family, teacher, and community influence; and the overall adjustment to blindness. A number of recommendations are made, which include substantially altering and improving university training programs and practices for blindness professionals, and raising the expectations bar, thus resulting in positive outcomes for blind students.
Thesis (Ph. D., Education)--University of Idaho, April 2007.
Major Professor:
Russell A. Joki.
Defense Date:
April 2007.
Format Original:
xv, 351 leaves ;29 cm.

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