Experiences of Students with Visual Impairments in Canadian Higher Education

Author:

Reed Maureen1,Curtis Kathryn2

Affiliation:

1. Department of Psychology, Ryerson University, 350 Victoria Street, Toronto, ON, Canada M5B 2K3

2. Department of Psychology, York University, 4700 Keele Street, Toronto, ON, Canada M3J 1P3

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.

Publisher

SAGE Publications

Subject

Rehabilitation,Ophthalmology

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