A Narrative Inquiry Into the Experiences of University Students with Visual Impairments: The Effects of People, Institutions, and Technology in Supporting Learning

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atmire.migration.oldid4655
dc.contributor.advisorKowch, Eugene
dc.contributor.advisorKim, Beaumie
dc.contributor.authorOstrowski, Christopher
dc.contributor.committeememberKenny, Natasha
dc.contributor.committeememberBurwell, Catherine
dc.date.accessioned2016-07-22T16:43:44Z
dc.date.available2016-07-22T16:43:44Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractUniversity 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.en_US
dc.identifier.citationOstrowski, 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/24837en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24837
dc.identifier.urihttp://hdl.handle.net/11023/3147
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Higher
dc.subjectEducation--Special
dc.subjectEducation--Technology
dc.subject.classificationVisual Impairmenten_US
dc.subject.classificationEducational Technologyen_US
dc.subject.classificationAssistive Technologyen_US
dc.subject.classificationHigher Educationen_US
dc.titleA Narrative Inquiry Into the Experiences of University Students with Visual Impairments: The Effects of People, Institutions, and Technology in Supporting Learning
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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