The role and place of mentorship for young people with blindness and low vision in educational contexts

Abstract

Purpose

The purpose of this article is to understand the role and value of mentorship for young people with blindness and low vision (BLV) through their education and work journey and to provide a conceptual framework for developing mentoring opportunities for young people with BLV.

Design/methodology/approach

Experiences of formal and informal mentorship were gathered within two distinct groups: adolescents with BLV in Australia and young adults with BLV in Canada. Qualitative data were collected from semi-structured individualized interviews regarding the experiences, understanding, and valuing of mentorship within these groups.

Findings

Results indicate the importance of informal role models and formal mentors within the lives of participants and how these become more refined and specific over time. Australian students valued role models as examples of success and inspiration for their own goals. Canadian mentees desired mentors as examples of personal lived experiences and providers of career-specific advice.

Originality/value

The study is original in its focus on the role of mentors for young people with blindness or low vision.

Citation

Cain, M., Blackstock, D.R., Fanshawe, M., Sukhai, M. and Latour, A. (2023), "The role and place of mentorship for young people with blindness and low vision in educational contexts", International Journal of Mentoring and Coaching in Education, Vol. 12 No. 1, pp. 33-46. https://doi.org/10.1108/IJMCE-01-2022-0004