Correction: Lived experiences with inclusive education from the perspective of a pupil with visual impairment and his mother—a case study

Lenka Hovorková^1*Zuzana Hornáčková¹Liliana Belkin^1,2Veronika Růžičková¹Tereza Přibylová¹Jiří Kantor¹

• ¹Palacký University, Olomouc, Olomouc, Czechia
• ²University of Roehampton, London, United Kingdom

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The correct funder is [insert Funder Name]/the correct funding statement reads: [insert correct funding statement] The original version of this article has been updated. Adding/removing text In the published article, there was an error in section 3.2 The Son's Experience. Due to the merging of two draft versions of the subsection, the text contained duplicated and inconsistent information. The authors apologize for overlooking this error.The original text read: Inconveniences at school. Anton perceives school mainly in relation to teachers and classmates. He was most upset when the whole class was punished for a classmate's forgotten notebook: "But she scolded the whole class because Robi forgot one notebook and said we have firstgraders' brains." He considered this reaction unfair and exaggerated. In the interview, he also mentioned that he had bad experiences with his first assistant: "She was mean to me. She spent little time with me." Although he is satisfied with his current assistant, he feels that "she helps others too much rather than me." In the afterschool club, he experienced unpleasant situations with the educator: "She kept forcing us to draw, paint, and so on." Art activities did not suit him due to his VI, and he tried to complete them quickly to get them over with: "I couldn't handle it." Relationships with classmates were complicated. He recalled an incident when classmates kicked him in the groin area: "Yeah, well, that thing between the legs, it has improved, but some still… Jakub doesn't hit, but sometimes, you know, he talks about it." Nevertheless, he feels safer thanks to the school's approach: "And if it starts happening again, the one who did it will get a warning."Anton talked about his Favorite activities that brought him joy and fulfillment, both at school and in his free time. He especially enjoyed spending time with friends in the nursery, where he had many close relationships. He remembered his teachers only briefly but expressed overall satisfaction. He enthusiastically recalled a day when there were only two children in class and "they could use tablets all day." Later, he admitted it was probably only for an hour, but the memory stayed with him. Electronic devices and information technology are among his main interests. When asked about subjects not taught by his class teacher, he spontaneously mentioned computer science: "I enjoy computer science the most." When asked what they do in computer science lessons, he replied: "We are just getting familiar with the basics, even though I already know everything." Computer science is so important to him that when asked what he would change at school, he replied: "Every lesson could be computer science." Anton also spends a lot of his free time on the computer, where he "plays games with his friends." For him, the internet is a source of "fun, social contact, new information, and learning opportunities." He also enjoys swimming, which he sees as an easily accessible activity. He swims both in PE and in his free time. Another subject he likes is music, especially singing. His assistant adjusts the musical notation to help him navigate tasks. He also recalled attending a multisensory education programme focused on visual stimulation and eye convergence, which he found helpful. Although he has outgrown the programme, he would like to return: "But I want to go there."Swimming is another activity Anton enjoys, both during PE lessons and in his free time. He considers it a "well-accessible" physical activity. Music is also among his favorite subjects, especially singing. Due to his VI, he struggles with reading musical notation. His assistant rewrites the notation in a larger format or transcribes it into letters. Anton expressed his frustration: "The worst thing is that I can't recognize the notes," and added: "Especially because when they taught it, I wasn't there." Although he works with the notation, he noted: "She doesn't want to write it for me anymore because we are supposed to know the notes." Anton's life includes various reeducation and compensatory activities, which he accepts as part of everyday life. He spoke sadly about the Snoezelen multisensory programme he used to attend and, despite being considered too old now, would still like to return: "But I want to go there." Nina explained: "Snoezelen, the multisensory room, where you practiced eye convergence. It was great, but now you're older and don't need it as much."Anton discussed his Desires and hopes, mainly focused on the transition to the second grade. At his current age, he is already at the level of a typical beginning sixth-grader. One of his biggest wishes, which he mentioned several times, is to have a computer at school. When asked if he would enjoy learning more with a computer in the classroom, he answered: "I'd rather have the computer." During a discussion about assistive tools, he again preferred a computer over a magnifying device: "For the second grade, I'd rather have a computer, right?" Thus, he combines his wish for a computer with the idea of assistive technology. Another of his hopes concerns teachers-he expressed a strong desire to have a male teacher: "I'd like a male teacher." When asked if they currently had any male teachers, he replied: "No." Nina informed him that a male teacher would be available in the second grade, to which Anton reacted enthusiastically: "Finally!" Anton feels Pride in his success in competitions. He values his success in the singing competition and winning third place in the after-school club the most. These are the awards which motivate him. He also received a diploma for excellent grades, but this was left unmentioned.The relatively limited scope and structure of Anton's responses are consistent with the developmental characteristics of children of his age, as well as with the specifics of VI, which can influence the way experiences are expressed and narrated. Although his answers are brief, they provide valuable insights into his school experiences, personal challenges, and aspirations.The corrected text appears below. The revised version contains the same information, but repetitions have been removed and the text has been made consistent: "3.2 The Son's Experience Inconveniences at School. Anton perceives school primarily through his relationships with teachers and classmates. He was most upset when the entire class was punished because one classmate forgot a notebook: "But she scolded the whole class because Robi forgot one notebook and said we have first-graders' brains." He found this reaction unfair and exaggerated. He also mentioned bad experiences with his first assistant: "She was mean to me. She spent little time with me." Although he is satisfied with his current assistant, he feels that "she helps others too much rather than me." At the afterschool club, he encountered unpleasant situations with the educator: "She kept forcing us to draw, paint, and so on." Because of his visual impairment, art activities didn't suit him, and he tried to complete them quickly: "I couldn't handle it." Relationships with peers were complicated. He recalled an incident when classmates kicked him in the groin area: "Yeah, well, that thing between the legs, it has improved, but some still... Jakub doesn't hit, but sometimes, you know, he talks about it." Nevertheless, he feels safer now thanks to the school's approach: "And if it starts happening again, the one who did it will get a warning." Favorite Activities. Anton talked about activities that brought him joy and fulfillment, both at school and during his free time. He especially enjoyed spending time with friends in the nursery, where he had many close relationships. He recalled his teachers only briefly but expressed overall satisfaction. He enthusiastically remembered a day when only two children were in class and "they could use tablets all day." He later admitted it was probably only for an hour, but the memory stuck with him. Electronic devices and information technology are among his main interests. When asked about subjects not taught by his class teacher, he spontaneously mentioned computer science: "I enjoy computer science the most." He explained that they are currently covering the basics, "even though I already know everything." The subject is so important to him that he said: "Every lesson could be computer science." He also spends a lot of his free time on the computer, where he "plays games with his friends." For Anton, the internet is a source of "fun, social contact, new information, and learning opportunities." He also enjoys swimming, which he considers a "well-accessible" physical activity, and practices it both in PE lessons and in his free time. Music, especially singing, is another favorite subject. Due to his visual impairment, he struggles to read musical notation. His assistant supports him by rewriting the notation in larger print or converting it to letters. Anton expressed his frustration: "The worst thing is that I can't recognize the notes," and added: "Especially because when they taught it, I wasn't there." He also noted: "She doesn't want to write it for me anymore because we are supposed to know the notes." He recalled attending a multisensory education programme focused on visual stimulation and eye convergence, which he found very helpful. Although he has aged out of the programme, he would still like to return: "But I want to go there." Nina explained: "Snoezelen, the multisensory room, where you practiced eye convergence. It was great, but now you're older and don't need it as much." Anton accepts re-education and compensatory activities as a regular part of everyday life.Desires and Hopes. Anton's hopes were mostly focused on the transition to the secondary school. Despite his age, he is already at the level of a typical beginning sixth-grader. One of his biggest wishes, which he mentioned several times, is to have a computer at school. When asked if he would enjoy learning more with a computer, he replied: "I'd rather have the computer." When discussing assistive tools, he again preferred a computer over a magnifier: "For the second grade, I'd rather have a computer, right?" In this way, he combines his wish for a computer with the idea of assistive technology. Another wish concerns his teachers -he strongly desires to have a male teacher: "I'd like a male teacher." When asked whether they currently have one, he said: "No." Nina informed him that a male teacher would be available in second grade, to which Anton responded enthusiastically: "Finally!" Pride. Anton feels proud of his success in competitions. He values his achievement in a singing contest and winning third place in an afterschool club competition. These awards are what motivate him. He also received a diploma for excellent academic results, though he did not mention it himself.The relatively limited scope and structure of Anton's responses are consistent with the developmental characteristics of children his age, as well as with the specifics of visual impairment, which can affect the way experiences are expressed and narrated. Although his answers are brief, they offer valuable insights into his school experiences, personal challenges, and aspirations."The original version of this article has been updated. for a reason not seen here, please contact the journal's editorial office.