A Study of Young Adults with Visual Impairments and Driver’s Education

Molly A. Pasley ()
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Molly A. Pasley: Department of Special and Early Education, Northern Illinois University, DeKalb, IL 60115, USA

Disabilities, 2022, vol. 2, issue 3, 1-12

Abstract: In this qualitative study, young adults with visual impairments aged 18–27 and family members were studied to determine the effects of state-mandated high school driver’s education on independent travel, self-efficacy, and the transition to adulthood. A young person’s ability to travel independently can determine whether he or she transitions successfully from one life stage to another. Concepts from different social theorists are used to form the theoretical frame for data analysis. The author finds that in spite of curricular and pedagogical intervention, regardless of technological advances, and despite low-vision/blind youth’s accomplishments and determination to succeed, young people with low vision/blindness nevertheless continue to be challenged in the realms of the transition to adulthood, securing employment, and independent living due to persistent, societal-level discrimination and perceived incapability. These persistent, unwarranted forms of discrimination profoundly affect young adults’ perceptions of self-efficacy and more often than not close doors to their success. The author posits that societal-level intervention is required to effect meaningful, equitable change designed to dismantle the current systemic discrimination plaguing youth and young adults with visual impairments.

Keywords: visual impairments; nondriving youth; independent travel; driver’s education; transition; resilience (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2022
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