Exploring Experiences of Visually Impaired Youths in Tertiary Education

Khadga Niraula
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Abstract


Several conventions worldwide have recognized impartial access to formal and high-quality education as a core human right for all youths, regardless of their disability. The study aims to explore the perception of visually impaired university students (VIs) in Nepal and determine their strengths and challenges to make recommendations for policy making and practice. Face-to-face and focus group interviews were conducted with 10 non-probability samplings: purposive and snowball VIs selected from various semi-urban settings. The interview content was transcribed, translated and a descriptive thematic analysis was done. Findings revealed that the majority of participants relied on their sighted peers in academics and other everyday activities, and that they received limited incentives from the government. They also faced significant challenges during their higher education including inaccessible supportive programs, unfavorable physical and instructional environments, inflexibility in coursework and examination, financial crises, inadequate learning resources and limited support. It is recommended that educators take part in disability-specific training programs, VIs have access to adequate academic resources and receive necessary assistance to improve instruction in inclusive settings.


Keywords


Experiences, Inclusive, Higher Education, Visual impairment

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References


Niraula, K. (2024). Exploring experiences of visually impaired youths in tertiary education. International Journal on Social and Education Sciences (IJonSES), 6(2), 239-252. https://doi.org/10.46328/ijonses.619




DOI: https://doi.org/10.46328/ijonses.619

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International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061


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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.