Experience of Visually Impaired Students with Educational Practices in Higher Education in Nepal

Abstract

This qualitative descriptive study utilized the focus group discussion (FGD) among six visually impaired students studying at Bachelor’s level. The participants were selected purposively. The experiences, recurring patterns, and unique insights were noted carefully. The discussion was based on background and environment, the curriculum and curricular materials, pedagogy of learning with strategies, teachers’ perceptions and behavior, understanding of the content, learning of technical subjects, assessment techniques, classroom communication and peer support, and other factors. Data was analysed thematically. The results show that the shortage of compatible text and resources, accessibility of PDFs, pedagogically weak teachers, and one-size-fits-all pedagogy are the main issues and problems for learning. The teachers rarely implemented inclusive teaching methods and evaluation techniques. They exposed the absence of learning kits and means for technical subjects such as mathematics and science, which need sequential and spatial patterns and order for concept development. Sufficient physical and social spaces with adequate and friendly infrastructure and systematic peer support were indicated. The study critically finds the gaps between the policy of inclusive education of the nation and ground-level implementation, which is mandatory for faculty sensitization, investment in technologies, and a tiered support system to accommodate the full continuum of visually impaired students.