Experiences of Students with Visual Impairments in Canadian Higher Education

Abstract

Introduction This article presents a study of the higher education experiences of students with visual impairments in Canada. Methods Students with visual impairments and the staff members of disability programs were surveyed and interviewed regarding the students’ experiences in entering higher education and completing their higher education requirements. Results Although the reported graduation rates were high, the students took more than four years to complete their studies. They thought that heavy reading requirements, work in groups, and an inability to participate in some activities were barriers to their full participation in higher education. Discussion The findings demonstrate that barriers exist that have a negative impact on the higher education experience of students with visual impairments. Implications for practitioners Students with visual impairments have challenges that require unique preparation for higher education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 69 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.