Social relationships among students with visual impairments and their sighted peers in Nusrat Jahan Ahmadiyya college of education in the Upper West region of Ghana.

Abstract

This study investigated into how students with visual impairments interact socially with their sighted peers at Nurast Jahan Ahmadiya College of Education in Wa. Using a case study approach and purposive sampling, the researchers selected a group that included 6 visually impaired students, 4 sighted students, and 2 tutors. Data was collected through semi-structured interviews and observations, focusing on the dynamics of social interaction within the college setting. The findings were analyzed thematically, guided by the research questions. The results revealed a mixed picture of social engagement. Some students were able to build strong, meaningful connections, while others felt isolated or excluded during peer interactions. Similarly, some sighted students were welcoming and supportive, but others held negative attitudes or chose not to engage at all. Interestingly, despite facing some social challenges, many of the students with visual impairments expressed a strong sense of self-worth and confidence. They didn’t see themselves as limited or incapable. Based on these findings, the study recommends introducing sensitivity and awareness training for both sighted students and tutors. These sessions should aim to build empathy, correct misconceptions, and equip participants with practical tools to encourage more inclusive social interactions. Additionally, the study suggests setting up peer support programs that pair sighted students with visually impaired students. These partnerships could help foster better understanding through mentoring, collaborative learning, and shared social experiences.