Experiences of reverse inclusive education among students with and without visual impairments in a secondary vocational school for the blind

Reverse inclusion is considered to be a subtype of inclusion or a possible intermediate stage on the path towards full inclusion in many countries and regions. Existing studies have explored reverse inclusion implemented in the form of scheduled short-term activities. However, few studies have explored the educational experiences of students with and without disabilities in long-term reverse inclusion programmes, especially in the context of vocational education. To bridge this gap, a qualitative case study was conducted to explore experiences of long-term reverse inclusive education among students with and without visual impairments in a secondary vocational school for the blind in China. Eleven students with visual impairments and 10 students without disabilities were recruited from this school and were interviewed. This study preliminarily found that although students with and without visual impairments experienced some difficulties in the long-term reverse inclusion programme, the programme generally provided them with positive experiences in terms of study, campus life and social activities. Implications for future research and practices with respect to reverse inclusive education are discussed.