Experiences of a student with a visual impairment transitioning to higher education: A narrative inquiry

Abstract

Transition to higher education is a considerable period of change for students, and can be a particularly challenging time for students with a visual impairment. The aim of this study was to understand the transition experiences of an undergraduate student in Sport Rehabilitation with a visual impairment. A narrative inquiry was conducted with one participant purposively sampled due to being certified severely sight impaired. Data were collected using a semi-structured interview, and analysed by creating narrative threads within Clandinin and Connelly’s three-dimensional framework. The social influence of role models, peers, and staff were noted in relation to their impact on confidence and feeling of fitting in. Navigating the campus, teaching spaces, and demonstrations were all highlighted as spatial factors that affected independence and participation during transition. Time-related aspects such a personal development, proactivity, and pre-, during, and post-teaching session experiences were identified as key considerations. The narratives uncovered should serve as a tool to trigger reflection on previous teaching practice, and inform future direction. The findings and recommendations within this study will benefit transition and inclusivity for students with a visual impairment, particularly on Sport Rehabilitation or other healthcare programmes, allowing them to study and practice effectively.