Abstract:
This phenomenological study explored experiences of students with visual
impairments at the University of Education, Winneba. Thirty students with visual
impairments were purposively sampled for the study. Focused group semi-structured
interviews were used to collect data. Data were coded and analyzed using thematic
approach. Results of the study showed that the students with visual impairments were
accepted and supported by their sighted peers in the university, which created friendship
among them. However, the students indicated that they had fewer intimate friends due to
lack of trust in their sighted colleagues. Although the students were fairly satisfied with
the nature of assessment items and opportunity for alternative medium of assessment in
the university, they believed that most lecturers did not have adequate knowledge on how
to modify instruction in teaching students with visual impairments. It was further
revealed that, the university library materials were not provided in accessible formats to
promote accessibility of information. It was recommended that the Department of Special
Education should periodically sensitize lecturers on how to modify instruction to meet the
needs of students with disabilities. Also, management of the university libraries should
organise periodic training for students with visual impairments on the available electronic
resources (e-resources) and how to retrieve them to their academic advantage.
Description:
A Thesis in the Department of SPECIAL EDUCATION, Faculty of
EDUCATIONAL STUDIES, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfilment of the requirements for
award of the Master of Philosophy (Special Education) degree.
MAY, 2017