Volume 23, Issue 4 (3-2026)
RBS 2026, 23(4): 741-756 |
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Nejatifar S, Sharifi A, Aghaziarati A. An Analysis Of The Lived Experience Of Visually Impaired Students From Childhood Plays. RBS 2026; 23 (4) :741-756
URL: http://rbs.mui.ac.ir/article-1-2070-en.html
URL: http://rbs.mui.ac.ir/article-1-2070-en.html
1- Assistant Professor, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
2- Department of Psychology and Counselling, Farhangian University, Tehran, Iran ,a.aghaziarati@cfu.ac.ir
2- Department of Psychology and Counselling, Farhangian University, Tehran, Iran ,
Abstract: (173 Views)
Aim and Background: Play is one of the ways children learn about the social world, and impaired vision affects how they play and use toys. This study aimed to explore the lived experience of visually impaired students from childhood plays.
Methods and Materials: The present research method was qualitative, using a phenomenological method, and data collection was conducted through semi-structured interviews. Participants in the present study included all visually impaired students aged 19 to 25 who were studying at universities (state and Islamic Azad) in Isfahan in the academic year 2024-2025. The research sample was selected through purposive sampling and after interviewing 12 students, the data reached saturation. Data analysis was conducted using the Attride-Stirling (2001) thematic analysis method and the themes were categorized into three basic, organizing and global categories.
Findings: Based on the results of the research, basic themes were identified and extracted around 69 concepts, organizing themes included 26 concepts and global themes in 9 concepts under the headings of spatial and safety limitations, social exclusion and being ignored, lack of appropriate games, self-censorship and shame, cognitive challenges, experience of inequality, the role of the family, lack of awareness of educators and teachers and the experience of progress over time
Conclusions: Based on the research findings, it can be concluded that the gaming experience in visually impaired students is a complex process influenced by environmental, educational, and social factors. These findings can be used as a basis for designing inclusive gaming environments and toys, developing educational programs for educators, and increasing family awareness for greater support.
Methods and Materials: The present research method was qualitative, using a phenomenological method, and data collection was conducted through semi-structured interviews. Participants in the present study included all visually impaired students aged 19 to 25 who were studying at universities (state and Islamic Azad) in Isfahan in the academic year 2024-2025. The research sample was selected through purposive sampling and after interviewing 12 students, the data reached saturation. Data analysis was conducted using the Attride-Stirling (2001) thematic analysis method and the themes were categorized into three basic, organizing and global categories.
Findings: Based on the results of the research, basic themes were identified and extracted around 69 concepts, organizing themes included 26 concepts and global themes in 9 concepts under the headings of spatial and safety limitations, social exclusion and being ignored, lack of appropriate games, self-censorship and shame, cognitive challenges, experience of inequality, the role of the family, lack of awareness of educators and teachers and the experience of progress over time
Conclusions: Based on the research findings, it can be concluded that the gaming experience in visually impaired students is a complex process influenced by environmental, educational, and social factors. These findings can be used as a basis for designing inclusive gaming environments and toys, developing educational programs for educators, and increasing family awareness for greater support.
Type of Study: Research |
Subject:
Special
Received: 2025/12/27 | Accepted: 2026/02/20 | Published: 2026/03/1
Received: 2025/12/27 | Accepted: 2026/02/20 | Published: 2026/03/1
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