| Chapter 1: | Introduction |
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is used to introduce the philosophy and rehypothecation of the grounded methodology as well as to introduce the reader to the main terms and the vocabulary that are used in this study. The chapter also contains a description of the development of framework’s chronological structure. It begins with a definition and review of the problem that led to the design of this study and then describes a deeper analysis of the methodologies that, it is argued, were responsible for these problems. This is followed by a discussion of the philosophical influences that were used to design the new model and the tools that were employed in this model of analysis.
Chapter 5 starts by considering a course of fieldwork that was conducted with students at the Royal National Institute for the Blind (RNIB) New College, Worcester. The data were collected using qualitative methodology, including observations, interviews, and student diaries. The chapter’s provides a narrative description of the fieldwork projects and the data collection methodologies, which were designed to follow the study described in chapter 2. Also included is a discussion of the problems I encountered during this fieldwork and how I attempted to overcome them.
Chapter 5 then continues with a series of smaller fieldwork projects on the art education of students in a number of other schools for the blind and in courses designed specifically for blind students. These complemented the fieldwork in the previous chapter. The data during this phase were also collected using qualitative methodology, including observations of and interviews with teachers in schools for the blind in the United States and United Kingdom, and a description of fieldwork involving historical literature and narratives by former politicians and those people who were involved in educational legislation in England and Wales. This description is again followed by a detailed description of the problems I encountered in both phases of the fieldwork.
Chapter 6 describes the evolution of an ethical model that was developed for the study of students and teachers in schools for the blind and