The Learning Conditions Experienced by Students with Visual Impairments at the University of Zambia

Autor/inn/en	Simalalo, Magdalene; Hambulo, Farrelli
Titel	The Learning Conditions Experienced by Students with Visual Impairments at the University of Zambia
Quelle	In: Journal of the International Association of Special Education, 19 (2019) 1, S.3-14 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Educational Environment; Physical Environment; Students with Disabilities; Visual Impairments; Undergraduate Students; Public Colleges; Academic Accommodations (Disabilities); Access to Education; Educational Policy; Inclusion; Testing Accommodations; Educational Facilities; Braille; Assistive Technology; Barriers; Scholarships; Guidelines; Visually Impaired Mobility; Foreign Countries; Zambia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Visual handicap; Sehbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Inklusion; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Bildungsstätte; Scholarship; Stipendium; Richtlinien; Ausland; Sambia
Abstract	Recently, higher education institutions (HEIs) have been striving to make matters of inclusion a top priority in their educational environments. Utilizing a qualitative case study approach, this paper provides an exposition of the learning conditions experienced specifically by students with visual impairments (SVIs) in a higher education institution in Zambia. Through qualitative data collected from research participants via interviews, observations, and document analysis, the study revealed that the institutions lack programs and facilities to enhance academic progress. Lack of structured support systems for SVIs, the use of modes of instruction that lack sensitivity for these students and poor assessment practices that do not encourage proper learning among SVIs were the difficulties encountered. The HEI have an opportunity to become inclusive by devising policy guidelines and provisions of resources for all students, particularly those with visual impairments. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: https://www.iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01