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Published in: Quality & Quantity 2/2018

19-08-2017

The historical background of tolerance education for blind learners in Cyprus

Authors: Ali Efdal Ozkul, Mete Ozsezer, Huseyin Tufan

Published in: Quality & Quantity | Special Issue 2/2018

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Abstract

Tolerance, in its broadest sense, can be understood as accepting all the differences in the society. Some people in society have limitations on certain parts of their bodies or their organs, which can lead to impairment on their physical functioning. Some of these people in society who have disabilities are those who have sight impairments. In order for blind people to be able to function in society in the same manner as other individuals it is possible that they can receive a private education in a similar manner to other people with disabilities. In Cyprus, the first school for the sight impaired was established under the British administration. The institution was opened in Nicosia in 1929 under the initiative of the wife of the Governor Ronald Storss as the St. Barnabas School for Blind Children, where Greek Cypriots and Turkish Cypriots had the opportunity to be educated together. By the end of 1963, the Turkish Cypriot sight impaired children from various regions of the island were educated at St. Barnabas School for the Blind. At the school, English, Greek and Turkish teachers worked together. The main aim of the school was to educate the blind children and reintegrate them into the society. In the present study, information obtained from Blue Book and Cyprus Gazette has been supported by the information compiled from domestic and foreign publications as well as verbal sources. Consequently, it is understood that children in society who became blind for various reasons were educated at the St Barnabas School for Blind Children.

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Metadata
Title
The historical background of tolerance education for blind learners in Cyprus
Authors
Ali Efdal Ozkul
Mete Ozsezer
Huseyin Tufan
Publication date
19-08-2017
Publisher
Springer Netherlands
Published in
Quality & Quantity / Issue Special Issue 2/2018
Print ISSN: 0033-5177
Electronic ISSN: 1573-7845
DOI
https://doi.org/10.1007/s11135-017-0554-z

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