Prospects and Challenges of Visually Impaired Students and Teachers in the Public and Private Sectors Higher Education Institutions

Abstract

This study aimed to explore the prospects and challenges faced by visually impaired students and teachers in public and private sector higher education institutions. A qualitative research design was employed. Semi-structured interviews were conducted with 11 visually impaired participants, including students and faculty members, selected through snowball sampling. Data were analysed using thematic analysis. Findings revealed substantial variation in institutional support across higher education institutions. While some participants reported access to assistive technologies and supportive academic environments, others experienced limited accommodations and inadequate staff awareness. Assistive technologies facilitated learning and teaching, whereas barriers included inaccessible curricula, insufficient training, and infrastructural constraints. Participants also demonstrated strong interpersonal skills, resilience, and engagement in extracurricular activities. The study highlights the need for comprehensive institutional policies, inclusive teaching practices, and rehabilitation-oriented support systems to promote equitable access and participation for visually impaired individuals in higher education.