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

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

by Hovorková, L., Horňáčková, Z., Belkin, L., Růžičková, V., Přibylová, T., and Kantor, J. (2024). Front. Educ. 10:1629428. doi: 10.3389/feduc.2025.1629428

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 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.

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