Experiences of Visually Impaired and Blind Students in UK Higher Education: An Exploration of Access and Participation

Abstract

Drawing on a small scale doctoral research project that engaged a critical disability studies (CDS) lens and is rooted in a Grounded Theory methodological approach, this paper explores the experiences of visually impaired and blind students regarding their access and negotiation of inclusion within UK higher education (HE). The emergent research findings, which here focus on the process and practical application of Disabled Student's Allowance, accommodation within student living and, more broadly, social interactions within HE, reveal a liminal and bounded participation contrary to the ongoing processes and practices, within HE, which purport equity and inclusion.By foregrounding the voices of these visually impaired students, whilst expanding upon existing understanding of the experiences of disabled students, the important discussions of day-to-day social interactions and identity as a visually impaired person and student reveal an important juxtaposition between the rhetoric of inclusion and individual experience.

Social engagement: Hearing the experiences of disabled students in higher education in Ireland

“…The higher education (HE) system is strongly integrated into society, thus it is difficult to expect equality in education without equality in the wider society (Lynch and Baker, 2005). Many disabled activists and researchers would argue that neoliberal approaches in contemporary HE (Croft, 2020) have resulted in a significant increase in enrollment that has largely acted to further entrench and exacerbate the exclusion of people with disabilities (Thompson, 2020) with limited resources being made available to support student engagement.…”

“…Those who feel they belong report higher levels of enjoyment and are more confident in engaging with learning activities (Furrer and Skinner, 2003). Internationally, disabled students have been found to face barriers to their social engagement (Papasotiriou and Windle, 2012;Croft, 2020) impacting upon their sense of belonging (Rath, 2020).…”

“Everyone Thought My Library Assistant was My Mum”. Visually Impaired and Blind Students’ Experiences of Interactions with Support and Other Staff in Higher Education

“…I note in (Croft 2020), that students narrate a sense of not belonging predicated on an alikeness of impairment (Bolt 2005) and tensions around everyday participation. vi is understood through distinct notions of sighted and nonsighted, an understanding which Bolt (2005) notes as the homogeneity of a construction of 'the blind' , suggesting that presupposed similarities are applied to all vi and blind persons.…”

“…Potential and current students are required to act out these roles leading up to, and throughout, university study. As has been shown (Croft 2020;Hewett et al 2017, Bishop andRhind 2011) to access support, in all guises, disabled students must engage with processes set out for provision of dsa and are subject to relationships with academic and support staff. Alongside this they need to establish relationships with peers and navigate complex administrative procedures.…”

“…Existing literature exploring the experiences of disabled students more generally (Jacklin 2011;Vickerman and Blundell 2010;Jacklin et al 2007;Fuller et al 2006) or focusing down specifically on the experiences of vi and blind students in singular contexts (Bishop and Rhind 2011;Tinklin and Hall 1999), shows that access and participation in he remains convoluted and uneven. Significant obstacles often relate to, but are not limited to, physical access issues (Van Jaarsvedlt and Ndeya-Ndereya (2015), access to resources (Croft 2020), engagement with the physical environment (Beauchamp-Pryor 2011;Bishop and Rhind 2011), peer interactions and relationships with academic and non-academic staff (Van Jaarsvedlt and Ndeya-Ndereya 2015;Jacklin et al 2007;Fuller et al 2004). Impact on student participation is multifaceted and can significantly constrict a sense of belonging, limit access to physical classrooms and resources, promote inequality amongst peers and negatively influence individual wellbeing (To be added after publication).…”