Experiences of students with visual impairments in higher education: barriers and facilitators

Abstract

This study explored the factors that facilitate and complicate the higher education process for students with visual impairments (VI). The participants were six university students with VI and eight academics/ faculty members who instruct these students together with other students. Data were collected through semi-structured interviews and were analysed using content analysis methods. The students with VI stated that they face barriers related to lack of materials, difficulty obtaining lecture notes, poor academic support, reader-related problems, insufficient library sources, and access to and within the university. Positive facilitators reported by the students were mainly related to personal factors, as well as peer and academic support. The academics demonstrated limited awareness of the barriers faced by students with VI, and the academic support available to these students was found to be insufficient as well. The results indicate that there are considerable barriers to university education for students with VI.

‘Not now but in the future’ investigating enablers and barriers to independence and readiness for higher education of learners with vision impairment in Turkey

“…For instance, the findings presented here had a few similarities with Douglas and Hewett’s (2014) study, in which they revealed that personal characteristics were identified by young people with vision impairment as an enabler for contributing to their independence. As another example, in relation to barriers that were identified in this study, the findings supported previous research findings which suggested others’ attitudes as one of substantial barriers to independence of young people with vision impairment (Bishop & Rhind, 2011; Firat, 2021; Simui et al, 2018). However, this study particularly illustrated that attitudes of teachers and parents, including teachers’ low expectation and overprotective attitudes of parents, have been identified as external barriers to independence of young people with vision impairment.…”

“…There is an increased interest in investigating enablers and barriers to educational and social participation and independence of learners with vision impairment. Regardless of different national contexts, the relevant literature illustrates that other people’s attitudes towards individuals with vision impairment (Bishop & Rhind, 2011; Frank et al, 2020; Simui et al, 2018) and access to visual information (Douglas et al, 2011; Firat, 2021; Hewett et al, 2017) have been identified as widespread barriers to independence and participation of learners with vision impairment. With respect to enablers to independence and participation, the literature implies that young people with vision impairment commonly tend to identify their personal characteristics, such as maturity and self-motivation, as one of significant enablers to participation within educational and social contexts (Douglas & Hewett, 2014; Firat, 2021; Işlek, 2017).…”

“…With regards to factors impacting participation and independence of young people with vision impairment, similar evidence has been provided for the Turkish context. Firat (2021) found that young people with vision impairment who were enrolled in universities in Turkey (aged between 19 and 27) recognised personal factors (e.g., self-motivation) as one of the enablers to their participation in higher education, while they identified barriers relating to access to education, such as limited academic support, lack of materials, and insufficient library sources. As another example, a study of Işlek (2017) revealed barriers to independence of young people with vision impairment in Turkey (aged between 21 and 35) as follows: (1) remaining dependent others, (2) isolation, (3) psychological challenges in their everyday life, (4) inaccessible environments and equipment, and (5) inadequate accommodations and adjustments.…”

A Qualitative Study of Higher Education Adaptation Problems of College Students With Disabilities in Inclusive Education

“…Existing research has predominantly centred on two types of disabilities, namely hearing impairments and visual impairments. Frat (2021) indicates that students with visual impairments face significant barriers in their higher education experiences. Odame (2019) found that graduates with visual impairments encounter numerous challenges during their university studies, including inaccessible programs, lack of sufficient funding, inadequate teaching materials, physically inaccessible environments, negative attitudes from instructors, and overreliance on peers.…”