User:Angelic Ugochinyere/sandbox

EXPERIENCES OF STUDENT WITH VISUAL IMPAIRMENT IN TERTIARY INSTITUTIONS

Education is fundamental to both human and national development. To this end, United Nations declared education as a fundamental human right of every child, the visually impaired inclusive. To fully actualise this, inclusive and equitable quality education is being advocated (United Nation, 2016).

Inclusive and equitable quality education is education that meets the needs of every learner regardless of age, gender, disability, etc without compromising quality. In a more narrow view, inclusive education is the full integration of persons with disabilities in mainstream education regardless of the nature and severity of their disability (American Foundation for the Blind, 2017).

Among students with disabilities, those with visual impairments have more educational needs. This is because vision is crucial to learning (AFB, 2017), and 80%  of learning is done through sight (Seng, 2004; Kamey, Engbretson, & Scammell, 2003). Visual impairment therefore is the reduction in one’’ vision functioning. It can be mild, moderate or severe. Irrespective of the severity of visual impairment, it has great implication to teaching and learning across all levels of education. In view of the above, one may ask, how inclusive is higher education? and what the experiences of students with visual impairments in these institution, especially in the classroom?

Challenges Faced by Visually Impaired Students in Tertiary Institutions

Across all levels of education, students with visual impairments face numerous challenges which is not unconnected to the fact that learning is visual oriented (American Foundation for the Blind, 2017; Seng 2004), and requires modifications to reasonably accommodate the learning needs of students with visual impairments (Mainge-Lore, 2016). In tertiary institutions, such as Colleges of education, polytechniques, universities, etc. students with visual impairments are placed in mainstream classrooms with other learners, exposed to the same contents and assessments, but with little or no consideration of their needs especially in developing countries. These challenges, as revealed by research studies include: The study by Okoye and Adirika (2015) identifies lack of adequate facilities, lack of instructional resources, environment that is not friendly, inadequate training of personnel among others as challenges faced by students with visual impairments in Nigerian universities. Similarly, Tichauya et al (2014) found in their study ''that lack of support services, trained personnel and equipments are challenges facing visually impaired students in Open and Distance Learning Institutions of Higher Learning, in Zimbabwe. The story in Ghana is not different as study by … showed that the students with visual impairments in tertiary institutions face both attitudinal and instructional challenges which affect their academic achievement. Thus,''

to address these challenges, there is need to ensure the full inclusion of all person with disabilities, including the visually impaired as stipulated in the UNCRPD and other national and international laws and policies.  Hence, AFB (2 017) identifies three elements that must be available to ensure full inclusion of students with visual impairments as supported by experience and research:

1.     Unique needs that require collaborative efforts of professionals, teachers and parents. These needs include support services, accessible learning resources and equal access to the learning contents.

2.     Different programme options geared towards meeting the individual needs of students with visual impairments.

Specialised training programmes for teachers parents and other stakeholders involved in the education of students with visual impairment.

References

Susan, C., Connie, E., Karen, S., & Valarie, S. (2003). Teaching students with visual impairments. A Guide for the Support Team. http://www..sasked.gov.sk.ca/k/pecs/se/publication.html

Chikukwa, H.T, Chabaya, R.A, Mupa P. & Dumbu, E. (2014). The forgotten tribe in ODL systems:             Challenges faced by visually impaired students in institutions of Higher learning.

Ivy, A.K., Joseph A., Afua N. & Florence, Y. (2019). Experiences of students with visual             impairment in higher education in Ghana: Bodily perspective on inclusive education. Journal   of education and practice, 10,18

Maingi-lore, M. (2016''). Factors influencing academic performance of students with special needs in institutions of higher learning. The case of middle level colleges in Machakos  county''. Kenya: Distance education of the University of Nairobi.

Okoye, F.O., Adirika, B.N. (2019). The challenges of implementing inclusive education for visual impaired undergraduates in Nigerian Tertiary Institutions. European Journal of Education studies 6,2

Wasiforo B. M. (2015). Academic Impediments students with visual impairments encounter in the colleges of university of Rwanda. Published thesis for PhD, Kenyatta university

Glenda, J. Anita C. B, Alex B. & Nicola H. (2019). The social experiences of high school students with visual impairments & blindness, Jan –Feb, 2019.

Mary m (2016). Factors influencing academic performance of students with special needs in institutions of higher learning. The case of middle level colleges in Machakos country. A published research project for Master’s degree in the university of Nairobi.

Heidi L. & Lesile S. (2016). Experiences of visually impaired students in higher education: Bodily perspectives on inclusive education.

William A. M, Mkanibwa, N. Romed K, Alberta, G. N. (2017). Open and distance learning for blind: empirical review of the challenges faced by learners for blind: empirical review of the challenges faced by learners who have visually impaired research journal of education, 3, 12, 186-189.

Seng, M. C. (2004). Teaching English to blind students. British Council, London. Retrieved from www.teachingEnglish.org.uk.

United Nations (2006). Conventions on the right of persons with disabilities (CRPD). Department of Economic and Social Affairs. Retrieved on 9th October, 2017. From https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.htm.