Abstract:
This study is an exploration of the educational needs and assets of the visual
impaired undergraduate students at a Rural-Based University in South Africa.
The research question addressed is What are the educational needs and
assets of the visual impaired Undergraduate students at a Rural-Based
University in South Africa. The study is underpinned within the interpretivist
paradigm. A qualitative research approach was adopted, utilising a case study
design. Data was collected through document analysis, semi-structured
interviews and observations. Analytic induction in which themes, patterns and
categories emerged from the data was deemed appropriate. The study sample
was composed of the Director of Reakgona Disability Centre, four the visual
impaired undergraduate students from the three faculties of the University of
Limpopo (Humanities, Management and Law, and Science and Agriculture), as
well as four academic staff members teaching the sampled students. The total
study sample comprised nine participants.
The study has revealed the existence of a highly inflexible curriculum, lack of
assistive devices, poor teaching and assessment strategies, untrained
academic staff, poor support from the majority of academic staff members, poor
support from a few of the peers with normal sight, difficulties during transition
from secondary school to university, and limited library services that led to the
marginalisation of the visual impaired undergraduate students.
The study also found that the visual impaired undergraduate students possess
the following educational assets: the availability of Reakgona Disability Centre,
support from the majority of peers with normal sight, support from a few
academic staff members, availability of associations and institutions that offer
financial assistance to the visual impaired students, and the health clinic that
provides health care.
Based on the findings of the research some conclusions were drawn. Several
recommendations are made to address the educational needs and assets of
the visual impaired undergraduate students at a Rural-Based University in
South Africa. Suggestions for future research are made to close the gap that
exists in research on the education of students with visual impairments
