Experiences of Visually Impaired and Blind Students in UK Higher Education: An Exploration of Access and Participation

Croft, Emma (2020) Experiences of Visually Impaired and Blind Students in UK Higher Education: An Exploration of Access and Participation. Scandinavian Journal of Disability Research, 22 (1). pp. 382-392. ISSN 1745-3011

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Official URL: https://doi.org/10.16993/sjdr.721

Abstract

Drawing on a small scale doctoral research project that engaged a critical disability studies (CDS) lens and is rooted in a Grounded Theory methodological approach, this paper explores the experiences of visually impaired and blind students regarding their access and negotiation of inclusion within UK higher education (HE). The emergent research findings, which here focus on the process and practical application of Disabled Student’s Allowance, accommodation within student living and, more broadly, social interactions within HE, reveal a liminal and bounded participation contrary to the ongoing processes and practices, within HE, which purport equity and inclusion.

By foregrounding the voices of these visually impaired students, whilst expanding upon existing understanding of the experiences of disabled students, the important discussions of day-to-day social interactions and identity as a visually impaired person and student reveal an important juxtaposition between the rhetoric of inclusion and individual experience.

Item Type: Article
Uncontrolled Keywords: Visual Impairment, Blind, Students, Higher Education, Critical Disability Studies
Subjects: L900 Others in Social studies
X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: John Coen
Date Deposited: 18 Jan 2021 15:57
Last Modified: 18 Jan 2021 16:00
URI: http://nrl.northumbria.ac.uk/id/eprint/45251

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