VIDBE-Q 2025 Volume 70 Issue 3
Hisae Miyauchi, University of Tsukuba, Japan,
hmiyauch@human.tsukuba.ac.jp
Tina Herzberg, University of South Carolina Upstate, U.S.A.,
HERZBERG@USCUPSTATE.EDU
Marie-Luise Schütt, University of Hamburg, Germany,
marie-luise.schuett@uni-hamburg.de
Robinson Thamburaj, Madras Christian College, India,
robinsonthamburaj@gmail.com
Introduction
Individuals with visual impairments, especially those who rely on tactile
perception, are sometimes excluded from Science, Technology, Engineering, and
Mathematics (STEM) despite their ability to study all academic subjects alongside
their peers (Jessup et al., 2017; Koehler & Wild, 2019). This exclusion increases at
the upper secondary level, and the disadvantage becomes more pronounced after
graduation from high school, as those adequately educated in STEM are more
From Play to STEM: Childhood Play
Experiences of Adults with Visual
Impairments Across Four Countries
