Providing Learning Support for Blind or Visually Impaired Students Undertaking Fieldwork and Related Activities
Graduation and Beyond
When blind and visually impaired students graduate, some form of feedback or other contribution from them could be valuable to subsequent students with similar impairments.
- You could elicit the reflective views of blind or visually impaired graduates towards the fieldwork they undertook to help improve the design of subsequent field courses in order to benefit other visually impaired students. (Clark & Higgitt, 1997, provide an example of a research study that elicits the views of geography alumni.)
- It may also be worth trying to determine whether any of the field experiences of visually impaired students, and particularly the skills they learnt and/or exercised during fieldwork, were subsequently transferred to a work context. For some students, individual skills may have been most applicable in a work context; for other students, the group-based activities might have proved to be of greatest value. By exploring the subsequent use made of field-related skills in a job context, it might be possible to make further modifications to the design and organisation of fieldwork in order to further increase their applicability when the student moves into employment. This is particularly important for visually impaired students, because fieldwork is an opportunity to practice operating autonomously in complex and/or challenging environments in order to solve defined problems.
- Blind or visually impaired graduates might also be persuaded to participate in future field courses, either as a guest speaker, or as a design consultant.
© Geography Discipline Network/authors, 2001
ISBN: 1 86174 115 4