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Identifying and Exploring the Educational Challenges of Students with Visual Impairments: A Descriptive Phenomenological Study
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Zahra Mohammadi1    , Mohammad Ashori2 |
1- Faculty of education and psychology, University of Isfahan.
2- Department of psychology and education of people with special needs, faculty of education and psychology, University of Isfahan. , m.ashori@edu.ui.ac.ir |
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Abstract: (6 Views) |
Introduction: Educational challenges faced by students with visual impairments in participating in social and educational activities are a major concern. The present study aimed to explore and identify the educational challenges experienced by students with visual impairments.
Methods: This qualitative study employed a descriptive phenomenological approach and was conducted during the academic year of 2023. The study population consisted of students with visual impairments enrolled at universities in Isfahan, Iran. Seven participants were selected through purposive sampling. Data were collected through semi-structured interviews exploring the participants’ university learning experiences. The interviews lasted between thirty and forty-five minutes. The collected data were analyzed using Colaizzi’s method.
Results: Analysis of the interviews revealed that the educational challenges experienced by students with visual impairments were classified into six main categories and twenty-nine subcategories. The main categories were note-taking, taking examinations, relationships with faculty members, access to educational resources, parental expectations, and assistive technology.
Conclusions: The findings indicate that students with visual impairments require specialized educational services and resources to support their academic participation. The identified categories can inform the development of improved educational services and the provision of appropriate facilities to facilitate these students’ educational experiences.
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| Keywords: Visual Impairment, Education, Phenomenology, Lived Experience, Qualitative Method |
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Full-Text [PDF 393 kb]
(3 Downloads)
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Type of Study: Applicable |
Subject:
Special
Received: 2024/06/2 | Accepted: 2025/03/12 | Published: 2025/03/21
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