Inclusion of children with sensory loss in non-formal education settings: understanding and addressing some of the challenges and tensions in one local authority in Scotland

TY - JOUR

T1 - Inclusion of children with sensory loss in non-formal education settings

T2 - understanding and addressing some of the challenges and tensions in one local authority in Scotland

AU - Hannah, Elizabeth Fraser Selkirk

N1 - Publisher Copyright: Copyright © 2025 Hannah.

PY - 2025/10/20

Y1 - 2025/10/20

N2 - Introduction: Internationally, there has been a drive toward developing an inclusive and equitable educational system which promotes lifelong learning for all. This is reflected in the United Nations Sustainable Development Goal 4 and its associated targets. The current study focuses on some of the challenges and tensions associated with inclusive practice in non-formal education settings for children and young people with a disability, specifically sensory loss, from the perspective of parents/carers and professionals/volunteers. Methods: A commissioned project, conducted in one local authority in Scotland in 2022, investigated the experiences of children and young people with sensory loss (deaf and/or visual impairment) of participating in activities, in school and in the community, with children with and without sensory loss; the opportunities and challenges associated with engaging in these activities; and the perceived benefits. As part of a larger study which gathered the views of children and young people with sensory loss, a virtual focus group was conducted with two parents/carers who are British Sign Language (BSL) users and a semi-structured interview with a parent who is not a BSL user. Furthermore, a virtual focus group was undertaken with three professionals/volunteers working with children and young people with sensory loss (deaf and/or visual impairment). Results: Findings from the study highlight some of the tensions associated with inclusion in non-formal education settings. Discussion: There are implications for practice, such as awareness raising for peers and adults; offering more opportunities for children and young people to mix socially with their peers in accessible and well-resourced environments outside school; the importance of seeking children's views about the non-formal activities they like to participate in; and the importance of raising awareness of the benefits for children and young people with sensory loss of being with others with sensory loss. Although the research was conducted in one locality in Scotland, the insights are relevant to an international audience.

AB - Introduction: Internationally, there has been a drive toward developing an inclusive and equitable educational system which promotes lifelong learning for all. This is reflected in the United Nations Sustainable Development Goal 4 and its associated targets. The current study focuses on some of the challenges and tensions associated with inclusive practice in non-formal education settings for children and young people with a disability, specifically sensory loss, from the perspective of parents/carers and professionals/volunteers. Methods: A commissioned project, conducted in one local authority in Scotland in 2022, investigated the experiences of children and young people with sensory loss (deaf and/or visual impairment) of participating in activities, in school and in the community, with children with and without sensory loss; the opportunities and challenges associated with engaging in these activities; and the perceived benefits. As part of a larger study which gathered the views of children and young people with sensory loss, a virtual focus group was conducted with two parents/carers who are British Sign Language (BSL) users and a semi-structured interview with a parent who is not a BSL user. Furthermore, a virtual focus group was undertaken with three professionals/volunteers working with children and young people with sensory loss (deaf and/or visual impairment). Results: Findings from the study highlight some of the tensions associated with inclusion in non-formal education settings. Discussion: There are implications for practice, such as awareness raising for peers and adults; offering more opportunities for children and young people to mix socially with their peers in accessible and well-resourced environments outside school; the importance of seeking children's views about the non-formal activities they like to participate in; and the importance of raising awareness of the benefits for children and young people with sensory loss of being with others with sensory loss. Although the research was conducted in one locality in Scotland, the insights are relevant to an international audience.

KW - sensory loss

KW - visual impairment

KW - non-formal education,

KW - inclusive practice

KW - children and young people

KW - parents/carers

KW - professionals/volunteers

KW - deafness

KW - non-formal education

UR - https://www.scopus.com/pages/publications/105020422251

U2 - 10.3389/feduc.2025.1655269

DO - 10.3389/feduc.2025.1655269

M3 - Article

SN - 2504-284X

VL - 10

JO - Frontiers in Education

JF - Frontiers in Education

M1 - 1655269

ER -