A Case Study of Self-identity for Students with Visual Disabilities in Primary School
國小視障學生 ； 自我認同 ； 個案研究 ； primary school ； students with visual disabilities ； self-identification ； case study
|Volume or Term/Year and Month of Publication||
3期（2016 / 04 / 01）
27 - 43
This paper does qualitative analysis by textual coding compositions from two students with visual disabilities at NBschool, it aims to discern how students with visual disabilities identify themselves. Based on the study results, we found: (1) the two students can accept their visual disabilities, their self-conception is objective and rational. (2) they are aggressive, their sense of self is definite. (3) they have interpersonal harmony and active exchange, their relationship between the self and others is harmonious. (4) they can reintegrate into mainstream society actively, their self-identity is positive. (5) the visual disabilities don't affect their self-conception and self-identity, there is individual difference between them. Finally, above all, this paper proposes four educational implications.