Investigating the learning experiences of student physiotherapists with visual impairments: An exploratory study

Abstract

This article discusses the exploratory phase of a study to understand the learning experiences of physiotherapy students with visual impairments (VI) in higher education (HE). The purpose of the study was (1) to explore semi-structured interview as a data collection method for this population, (2) to identify barriers and enablers to learning physiotherapy for students with VI, and (3) to identify individual strategies for tackling barriers in physiotherapy education. Three purposively sampled participants consented to be interviewed; two were recent physiotherapy graduates and one was a current physiotherapy student. The findings identified that physiotherapy students experienced similar barriers and enablers to learning that students with disabilities experience in HE, and that they had developed similar and specific strategies to enable learning in physiotherapy. Staff behaviours, resources, and the time and effort of being a visually impaired student were identified as the main barriers. Staff behaviours and resources were also identified as enablers to learning physiotherapy. Specific physiotherapy and VI-related barriers were identified that will be explored further in the main phase of data collection and will be disseminated through future publications.

Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

“…The further findings from this study illustrate some of the challenges of the learning environment and practices for students. Interestingly, issues identified were most frequently situated within the university arena rather than the clinical environment which is surprising, given that previous literature in the field has largely focused on the practice environment [8, 12, 13, 18, 19, 23].…”

“…Given the literature on stigma and discrimination [8, 12, 13, 16, 17], we are mindful of the social model, where focus is directed towards barriers created by society [22]. However, in-keeping with critiques of this model we acknowledge that a focus on society should not detract from a need to consider the individual and their specific situation which is strongly supported in the limited physiotherapy literature [8, 23]. Furthermore, recognizing the narratives on agency and enhancements [15, 20] draws attention to the affirmative model in which the celebration of positive social identity and ownership of impairment is highlighted [24].…”

Improving Access to Accommodations: Reducing Political and Institutional Barriers for Canadian Postsecondary Students with Visual Impairments

“…In another example, visually impaired students enrolled in a physiotherapy pro gram identified instructor behaviors and attitudes as significant in making their program accessible (Frank, McLinden, & Douglas, 2014). In physiotherapy, where there are a number of classes involving hands-on learning, students with visual impairments can benefit when instructors take the time to discuss the students' needs and coordinate adaptations or ac commodations (Frank et al, 2014). More over, small efforts made by instructors, such as combining verbal instructions with demonstrations or avoiding vague pronouns (such as this, that, or there) when lecturing, can make courses more accessible (Frank et al, 2014).…”

Supporting a student with visual impairment in the intensive care unit

“…These include trained peer mentors, the availability of textbooks or course materials in electronic formats and the ongoing training of academic staff with respect to alternative teaching practices. This is an important consideration because these factors are essential to students’ success (Frank, McLinden & Douglas 2014; Johnston et al 2016).…”