Reducing barriers for inclusion of students with visual impairments in the universities: Focus on educational and psychological needs

Abstract

Studies indicate that the university environment has quite different and critical social and academic challenges. This article discusses barriers in the learning of students with visual impairments and the extent to which inclusive education can be promoted in the universities. The purpose of this study was to enhance students with visual impairments’ access to quality education in the universities. The study employed a multiple case study design and the qualitative approach for studying behaviour. Non-probability purposive sampling technique was employed to obtain 22 participants who participated in interviews. Findings indicated that in their interaction with the university environment, students with visual impairments were faced by various barriers, including challenges in interaction with the physical and social environment; inadequate learning support services; and inaccessible information. To enable students with visual impairments study smoothly, efforts in promoting inclusive education in the universities should focus on not only adjustment of physical, social, and learning environment but also improvement in counselling services that will adequately address the social and psychological problems that have been disturbing students with visual impairments throughout their life.