Kowch, EugeneKim, BeaumieOstrowski, Christopher2016-07-222016-07-2220162016http://hdl.handle.net/11023/3147University 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.engUniversity 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.Education--HigherEducation--SpecialEducation--TechnologyVisual ImpairmentEducational TechnologyAssistive TechnologyHigher Educationmaster thesis10.11575/PRISM/24837