A Narrative Inquiry Into the Experiences of University Students with Visual Impairments: The Effects of People, Institutions, and Technology in Supporting Learning
Abstract
University students with visual impairments rely on accommodations and technology to succeed, but students’ perspectives about these supports are not well known. Using a narrative inquiry, I engaged six Canadian university students with visual impairments about their experiences with accommodations and technology to support learning. The participants’ experiences were shaped by three primary themes: social interactions, instructors and institutions, and technology. Friends, family, and peers provided the participants with social and pragmatic support. The participants were challenged by people’s assumptions and stigma about vision loss. Instructors’ and institutions’ attitudes toward vision loss determined the level of support the participants received. The effectiveness of technology to support the participants’ needs depended course material and website accessibility. Meaningful dialogue between the participants, instructors, and university staff was critical for developing common understanding and student success. Future research should focus on collaboratively meeting students’ needs and creating robust accessible learning experiences.
Description
Keywords
Education--Higher, Education--Special, Education--Technology
Citation
Ostrowski, C. (2016). A Narrative Inquiry Into the Experiences of University Students with Visual Impairments: The Effects of People, Institutions, and Technology in Supporting Learning (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24837