Abstract
Globally, education systems have undergone a significant shift—from the institutionalisation of people with disabilities to inclusion within mainstream schooling. This research explores the impacts of historical education practices for people with blindness or low vision (BLV), particularly those educated in specialised residential institutions during the 1930s–1940s in Melbourne, Australia. This study employs qualitative secondary analysis (QSA) to examine existing interview data collected by other researchers. The data includes perspectives from older Australians with BLV who were students, educators, nurses, or carers at a residential school for the blind during the early 20th century. The narratives reveal benefits and limitations of institutional education. While not advocating for a return to segregation, the study highlights how community and shared identity among students with BLV may have supported social and educational development within education. These findings offer a rare lens through which to understand the long-term effects of specialised education for people with BLV. They also provide a foundation for future comparative research with younger cohorts educated in inclusive mainstream environments. By contributing to this evolving dialogue, the study offers insights for policymakers and educators seeking to improve educational access, community belonging, and equitable outcomes for students with BLV, particularly braille users.