The role and place of mentorship for young people with blindness and low vision in educational contexts

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2022-10-20 DOI:10.1108/ijmce-01-2022-0004

Melissa Cain, Danika Rhiannon Blackstock, Melissa Fanshawe, M. Sukhai, Ainsley R. Latour

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引用次数: 0

Abstract

PurposeThe purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.Design/methodology/approachExperiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.FindingsResults indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.Originality/valueThe study is original in its focus on the role of mentors for young people with blindness or low vision.

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指导失明和低视力青年在教育环境中的作用和地位

目的本文的目的是通过失明和低视力青年的教育和工作历程，了解导师制对他们的作用和价值，并为为失明和低视觉青年提供指导机会的概念框架。设计/方法/方法正式和非正式指导的经验收集在两个不同的群体中：澳大利亚的BLV青少年和加拿大的BLV年轻人。定性数据是从半结构化的个性化访谈中收集的，涉及这些群体中导师的经验、理解和价值。调查结果表明，非正式榜样和正式导师在参与者生活中的重要性，以及随着时间的推移，这些榜样和导师如何变得更加精致和具体。澳大利亚学生重视榜样，将其视为成功的榜样，并为自己的目标提供灵感。加拿大学员希望导师能成为个人生活经历的榜样，并提供针对职业的建议。独创性/价值这项研究的独创性在于它关注失明或视力低下的年轻人的导师角色。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.