The Lived Experiences of Female Students with Blindness for Higher Education at Bahir Dar University

Abstract

The objective of this study was to explore the lived experiences of blind female students for higher education using a phenomenological understanding of disability. I conducted semi-structured interviews with eight participants. I analysed interviews following principles of interpretative phenomenological approach. Four themes with sub-themes emerged: attitudes of the general environment, institutional environment (campus accessibility and disability support service), learning environment (accessing course materials, reading and assessment experiences), and social environment (interaction with sighted people and sense of accomplishment and pride). The experience of blind female students is primarily that they are treated as a female and blind person by the social environment. Stressing their competence for university studentship plays a major role in their lives, and a majority of people question their suitability for tertiary education. Few people provided support more than expected. From perspectives of the right to equitable services, these students need to be provided appropriate support services.