Identification of learning support needs and participation of university students with a visual disability: a narrative biographical study

Authors

  • Ambar Núñez Universidad de Chile
  • Mauricio López Universidad de Chile

DOI:

https://doi.org/10.31619/caledu.n53.518

Keywords:

Visual impairment, support needs, higher education, accessibility, participation

Abstract

This article explores the educational experiences of young people with a visual disability, to identify the needs for learning assistance and the participation they experienced during their university years. A biographical narrative approach was used to explore the students" voices with the intention of having their perspectives and insights contribute to improvements in inclusive education processes in higher education. There was a total of four participants, two current students and two graduates from two Chilean universities and two biographical interviews were conducted with each participant. The students" needs for support include greater accessibility to the areas designated for social interaction, better assistance with mobility within the campus, better accessibility to study materials and class content, and diversification of the assessment instruments. The results are discussed considering the concepts of "participation" and "universal design for learning", and the implications for the institutional inclusion policies in higher education.

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Published

2020-12-31

Issue

No. 53 (2020)

Section

RESEARCH PAPERS

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