The meaning of segregated placements from the perspectives of people with acquired visual impairment: Focusing on posttraumatic growth and Japanese schools for the blind

Acquired visual impairment exhibits distinctive characteristics, which may include progressive impairment, along with the fundamental feature of a low incidence of visual impairment. In Japan, many with acquired visual impairment seek reintegration into society through schools for the blind. This qualitative study examined the relationship between enrolment in schools for the blind and experiences of posttraumatic growth (PTG) in people with acquired visual impairment, focusing on the role of segregated placements. Participants with acquired visual impairment (n = 21) were selected by sampling target schools for the blind across Japan and participated in qualitative interviews that were analysed using theoretical thematic analysis, with both inductive and deductive approaches. To understand PTG in participants and the specific factors and mechanisms that produce it, PTG theory, which describes growth in five different domains, was used as a framework. The results showed that PTG in these participants was apparent in terms of 'personal strength', 'new possibilities', 'relating to others', and 'appreciation of life'. The school for the blind, designated as a 'school' for this minor population with special provisions catering to their unique needs, appeared to play a key role in PTG. In addition, other factors such as 'acupuncture/moxibustion/massage therapy' introduced during enrolment, and the progressive nature of their visual impairment, also seemed to influence PTG. In essence, schools for the blind allowed respondents to meet others facing similar challenges, who provided mutual support, leading to increased PTG. These schools also serve as places to instil confidence in individuals experiencing vision loss and expand their limitations. This study suggests that schools for the blind may facilitate positive psychological changes in people with acquired visual impairment, underscoring the need for a nuanced understanding of the significance of segregated placement in fostering positive outcomes.