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Reading: Exploring the Experiences of Students with Visual Impairments at the University of Botswana

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Exploring the Experiences of Students with Visual Impairments at the University of Botswana

Authors:

Reginald Oats ,

Department of Educational Foundations, University of Botswana, BW
About Reginald

Reginald Oats is a lecturer at University of Botswana, Faculty of Education; where he teaches courses in Curriculum Theory and Design. He has a Master’s degree in Education from University of Botswana and a PhD from University of South Africa. Before joining University of Botswana, he was an Education Officer (inspectorate). His research interests are teaching and learning, curriculum design, adult education, environmental education and inclusive education.

 

 

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Chawapiwa Disele

Disability Support Services Unit, University of Botswana, BW
About Chawapiwa

Chawapiwa Disele works at The University of Botswana as a Braillist at the Disability Support Services Unit. She has a Master of Education (Curriculum and Instruction) degree from University of Botswana and is currently reading for her PhD in Curriculum and Instruction. Her research interests are - Inclusive education, educational policy, teaching and learning, especially for learners with special needs.

 

 
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Abstract

Purpose: This paper sought to document the responsiveness of the University of Botswana towards the academic needs of students with visual impairments. The study examined the academic experiences of students with visual impairments enrolled at the University and explored their information-seeking needs. The study was informed by the theory of social justice.

Method: This was a qualitative study. Data was collected from students with visual impairments and academic staff from different faculties at the University of Botswana, through document analysis, interviews and observation techniques.

Results: The findings revealed that students with visual impairments experience extra challenges compared to students without disabilities. This is mainly because they do not get full support to enable them to excel academically. Furthermore, lecturers use teaching methodologies that do not accommodate these students, and learning materials are not adapted to formats suitable for them. Access to information is another major concern that hinders the participation of students with visual impairments in tertiary institutions.

Conclusion: The study recommends that lecturers need to be trained on suitable methods to teach students with visual impairments and how best to deliver academic content to them.
How to Cite: Oats, R. and Disele, C., 2019. Exploring the Experiences of Students with Visual Impairments at the University of Botswana. Disability, CBR & Inclusive Development, 30(1), pp.126–138. DOI: http://doi.org/10.5463/dcid.v30i1.812
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Published on 16 Aug 2019.
Peer Reviewed

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