Including students with visual difficulty within higher education: Necessary steps

Abstract

The aim of this research study was to investigate the inclusion of students with disabilities studying in Turkish universities. Students with visual difficulty were selected as a case from 24 different universities. A survey with seven dimensions was administered to 73 students, and 12 students were interviewed. Survey and interview findings revealed both progress and, to a larger extent, dissatisfaction with (i) the physical and psychosocial environment of universities; (ii) the way diversity and disability were viewed; (iii) the way support was planned and delivered; (iv) the level and quality of communication and collaboration; (v) the teaching and learning processes; and (vi) the way higher education policy was made and implemented. Findings highlight the need for prioritizing university cultures that are inclusive of students with diverse backgrounds and translation of the inclusiveness into effective practice of providing pedagogical and material support to these students.