The educational journey of child development specialists with visual impairments: challenges, adaptations and recommendations

Cesur E., Savcı F.

INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, cilt.0, sa.0, ss.1-18, 2026 (SSCI)

Özet

This study aims to deeply examine the challenges faced by child development specialists with visual impairments during their educational journeys and professional practices, and to identify the strategies they develop to cope with these challenges. Designed within a qualitative research model, the study was conducted using the Interpretative Phenomenological Analysis (IPA) method. Snowball sampling, one of the purposive sampling techniques, was used for participant selection. Data were collected through voice messages via WhatsApp using a semi-structured interview form with six participants. The research findings are presented under three main themes: (1) Experienced challenges, (2) Perspectives on professional processes, and (3) Adaptations and recommendations. The results demonstrate that the barriers to access in the education and professional practice of specialists with visual impairments can be overcome through enhancing physical and digital accessibility, promoting inclusive attitudes, and restructuring curricula in line with the principles of inclusivity.