This paper is a brief synthesis of the author's qualitative Ph.D. study which. through ten case studies of the lived experiences of ten blind people. argued, that Lev Vygotsky's writings on 'defectology' are still relevant today. His writings fit into a social constructivist theoretical framework which acknowledges the individual's experience, agency, and body, as well as the social context.
The participants in this study included ten blind people of various ages, gender, and race; five parents; and eighteen educational professionals. The study examined the meaning of blindness in New Zealand and a number of common themes emerged from the interview and participant observations which supported Vygotsky's notion of social dislocation. Some of these which will be discussed in this paper include: blind children must leave their families to be educated; blind people need to be controlled; blind people need to be watched; blind children's futures are limited; professionals include and exclude blind children; and there is a community of blind people.
The study also found that the participants thought that there were some limitations that the impairment of blindness brought to their social lives which could not be easily overcome. However, some of the participants were able to transgresses their assigned identities through their purposeful rebellion, achievement, political action or withdrawal. When they found a social place within their community, they felt understood and valued.

Keywords

• Disability
• Social Constructivism

Person as Subject

• Vygotsky, Lev

(Virtual Presentation, English)