Abstract (eng)
The present master's thesis is located in curative and integrative pedagogy. It was developed as part of the FWF research project "Cooperation for Inclusion at Educational Transitions" at the Institute for Educational Sciences and focuses on the cooperation experiences of blind young people during their (training) education in the Federal Institute for Education for the Blind in Vienna, with a view to support in the family as well through friends and professional actors.
The data was generated on the basis of two intensive interviews, using the constructivist Grounded Theory methodology according to Kathy Charmaz.
The results obtained from the data-based hypotheses on the core category "Family and social contacts as support" as well as on the key categories "Differentiation from the world of the sighted", "Detachment from the parental home", "Career aspirations", "Leisure activities" and "Schooling in the Federal Institute for the Education of the Blind" showed, that cooperation with the family is the central support element in coping with transition problems. The communication and interaction with social contacts from the familiar environment and areas of experience in the context of institutional support measures such as individual support by professionals, additional educational offers in the commercial area, as well as the acquisition of knowledge in various blind-specific professions were also found to be of great relevance.