A Significant Number Of University Students Live With Visual Impairments

The number of university students with visual impairments is difficult to determine, as there is no standard definition of visual impairment and statistics are often estimated. However, it is clear that visual impairments are common, with almost 20 million Americans, or 8% of the population, reporting some form of visual impairment. This includes people with poor vision and those who are completely blind. Visual impairments can range from mild to severe and can be caused by various factors such as cataracts, macular degeneration, glaucoma, or diabetic retinopathy.

In the United States, the statutory definition of legally blind is a central visual acuity of 20/200 or less in the better eye with the best possible correction or a visual field of twenty degrees or less. This definition is important for accessing services and accommodations.

For students with visual impairments, accessing higher education can be challenging. They may require specific accommodations and assistive technology to succeed in their studies. Some universities have been criticized for failing to meet accessibility standards, particularly regarding websites and online learning materials. However, there are also examples of universities that have made significant efforts to accommodate and support visually impaired students.

Overall, while the exact number of university students with visual impairments is unknown, it is clear that this is an important issue that requires attention and resources to ensure equal access to education for all.

The number of visually impaired students in higher education

In the United States, the Bureau of the Census question about "significant vision loss" includes both total or near-total blindness and "trouble seeing, even when wearing glasses or contact lenses." According to the 2016 American Community Survey, there were approximately 7.7 million non-institutionalized US adults aged 16 and older who reported a visual disability, with a prevalence rate of 2.83% among those aged 16 to 75+. This figure included individuals with a range of visual impairments, from low vision to total blindness.

When considering the student population specifically, the number of visually impaired students in higher education is expected to be a subset of these figures. However, it is important to note that the transition from high school to college or university can be challenging for students with visual impairments, and the support services available can vary significantly between institutions.

Some sources suggest that the number of visually impaired students in higher education may be underestimated due to the way data is reported and categorized. For example, the Individuals with Disabilities Education Act (IDEA) requires that children receiving special education services be reported under only one disability category, which can lead to underreporting in the case of students with multiple disabilities, including visual impairments.

To promote inclusion and provide reasonable accommodations, higher education institutions are encouraged to adopt a Universal Design for Learning (UDL) approach, which combines a variety of teaching methods to remove learning barriers and give all students an equal opportunity to learn. This may include providing assistive technology, accessible course materials, and orientation and mobility training to help students navigate the campus and promote independence.

While there may not be a definitive answer to the question of how many visually impaired students are in higher education, the focus should be on ensuring that these students have the necessary support and accommodations to succeed in their academic pursuits and feel welcomed and valued members of their campus communities.

The challenges faced by visually impaired students

Visual impairment can range from low vision to total blindness, with most visually impaired individuals falling somewhere in between. In the context of education, visually impaired students face a unique set of challenges that can impact their academic performance and overall well-being. Here are some of the key challenges faced by visually impaired students:

Access to Information and Learning Materials:

Visually impaired students often struggle with accessing printed information, such as books, documents, and classroom materials. They may require alternative formats such as braille, large print, or audio recordings to access content effectively. Digital accessibility standards play a crucial role in ensuring that websites and electronic documents are compatible with screen readers, providing equal access to online content.

Navigating the Physical Environment:

Mobility and navigation are significant concerns for visually impaired students. Crowded streets, public buildings, or unfamiliar places can be daunting to navigate. They may encounter obstacles, uneven surfaces, or a lack of accessible signage. Creating accessible environments involves incorporating tactile paving, audible signals, and clear signage in braille and large print.

Social Inclusion and Communication:

Engaging in social activities and communication can be challenging for visually impaired students due to non-verbal cues, visual expressions, and inaccessible social environments. They may face barriers in social interactions and accessing information during group gatherings. Promoting awareness, providing communication aids, and fostering inclusive social events are essential for enhancing social inclusion.

Academic Performance and Participation:

Visually impaired students may struggle with accessing educational materials, participating fully in visual learning activities, and utilizing visual aids in teaching. The lack of accessible learning resources and inclusive teaching methods can hinder their academic success and participation in classroom activities. Providing accessible formats, utilizing assistive technologies, and implementing inclusive teaching approaches are crucial for supporting these students.

Time Management and Study Skills:

Visually impaired students often require extra time to complete assignments and exams due to the additional challenges they face. They may need assistance with study skills, such as note-taking, organizing information, and managing their workload. Time management can be a significant challenge, especially when dealing with large amounts of information or complex tasks.

Technology and Assistive Devices:

While technology can be a great enabler, visually impaired students may face challenges in using digital interfaces and devices that lack accessibility features. Screen reader compatibility, high contrast settings, and keyboard navigation options are essential for equal access to information and communication technologies. Additionally, specialized assistive technologies, such as screen readers, magnifiers, and tactile graphics, can facilitate active participation and learning.

• Emotional and Mental Well-being:
• Transition to Higher Education:

The transition to college or university can be particularly challenging for visually impaired students. They may need additional support and resources to navigate the new environment, access course materials, and adapt to the demands of higher education. Orientation programs, mobility training, and support services play a vital role in helping them adjust and succeed in their academic pursuits.

Overall, addressing these challenges requires a combination of inclusive design, technological advancements, and educational support. By providing accessible infrastructure, learning materials, and assistive technologies, we can create an inclusive environment that empowers visually impaired students to reach their full potential.

The rights of visually impaired students

Under these laws, visually impaired students have the right to:

• Technology: They should be provided with assistive technology, such as adaptive keyboards, screen magnifiers, and braille displays, to help them complete their coursework.
• Information: All information, lectures, and course materials should be made accessible to visually impaired students.
• Student services: They should have access to the same student services as sighted students, including housing, transportation, health services, and career counseling.

To ensure equal access to education, colleges and universities can:

• Provide volunteers to help with reading, note-taking, and other tasks.
• Use large fonts in lecture presentations, provide auditory software, and offer braille materials.
• Give extra time for travelling between classes, completing assignments, and taking tests.
• Ensure that all campus facilities, including classrooms, dining halls, and student housing, are fully accessible.
• Allow alternative learning methods for presentations and assignments.
• Provide assistive technology and adaptive software.

However, it is important to note that the rights of visually impaired students also include the right to self-advocate. Students should voice their concerns and establish their needs with faculty, vocational counselors, and anyone else who influences their learning environment. This may include requesting specific accommodations, such as extra time for assignments or braille materials.

In addition to legal rights, there are other considerations to support the inclusion of visually impaired students in higher education. These include:

• Orientation and Mobility training to help students navigate the campus.
• Social inclusion initiatives to combat potential isolation and promote acceptance.
• Reading support, as reading can be time-consuming and physically straining for visually impaired students.

The accommodations provided by universities

Universities are required by law to accommodate students with visual impairments. The Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973 ensure that disabled people are given the resources they need to succeed in their public lives, including in education.

• Accessible materials: If a student needs materials in an alternative format, such as Braille, the university is responsible for providing them. This includes ensuring that students have access to materials at the same time as their peers, which means professors must provide materials ahead of time so the disability office can produce them.
• Extended time: Students with visual impairments who need additional time to complete assignments or tests must be given that extended time. This may also include extra time to travel to class.
• Access to technology: Depending on the student's eye condition, they may need additional technology to access materials. Possible accommodations include screen readers, text-to-speech applications, Braille materials, or video magnification.
• Copies of lectures: Because students may not be able to visually access a PowerPoint or other lecture visuals, copies of those should be provided to students or the disability services office beforehand. These should be given in the student's preferred format, such as Braille or a digital copy that can be accessed and enlarged on their own device. Some students may also have permission to record lectures.
• Live readers: When a student is unable to access a textbook, they may be able to use a live reader. Live readers are sighted people who read materials aloud for blind or low-vision students.

In addition to these accommodations, universities can also provide:

• Early registration and priority seating
• Housing accommodations
• Screen magnification software
• Screen readers
• Braille notetakers
• Video magnifiers
• Mobile apps, such as speech-to-text, text-to-speech, and GPS apps for travelers with visual impairments

Assistive technology for visually impaired students

Assistive technology plays a crucial role in ensuring that visually impaired students can access education and information. The specific technologies used will depend on the nature and extent of the student's visual impairment, as well as their personal preferences.

Magnification and Screen Reading Technology

One of the most common types of assistive technology for visually impaired students is screen magnification software. This software enlarges text and images on a computer or device screen, making it easier to read. Some software also allows users to change the contrast of the text against the background or adjust the size and colour of the cursor.

For students with more limited functional vision, screen readers are often used in conjunction with or as an alternative to magnification technology. Screen readers are a type of software that reads the text on a screen aloud, enabling users to navigate their device using a keyboard or a series of gestures.

Braille Displays and Notetakers

Braille displays are devices that translate the words on a computer screen into braille, allowing users to read the content with their fingertips. Refreshable braille displays can also provide braille feedback of text displayed on-screen and are particularly useful for blind students taking STEM-based courses. Braille notetakers are standalone devices that allow users to take notes in braille and then upload them to a computer or other external service.

Audio Description and Text-to-Speech

Audio description is an additional narration track that describes visual information for people who might not be able to see it. It is often used in films, plays, museums, and amusement parks. Text-to-speech technology is similar in that it reads digital text aloud but is generally activated by the user as needed.

Large Print and High-Resolution Images

Large print materials, with font sizes of 14pt or larger, are often used by people with low vision to make text easier to read. High-resolution images are also helpful as they can be enlarged without losing image quality.

Blindness Canes and Guide Dogs

Outside of the classroom, blindness canes and guide dogs are important tools for people with low or no vision to navigate unfamiliar environments. Blindness canes come in many styles and colours and can be customised to suit the user's needs. Guide dogs require training for both the dog and the owner to learn how to navigate various environments.

Other Assistive Technologies

There are many other types of assistive technology that can be useful for visually impaired students, including:

• Optical character recognition (OCR) software, which scans printed documents and reads them back to the user.
• Video magnifiers, which use closed-circuit television technology to magnify books and other reading materials.
• Electronic notetakers, which store information computed using a braille or regular keyboard and can share it through a braille display or a built-in speech synthesizer.
• High-contrast keyboards with large print or braille displays.
• Virtual assistants and smart speakers, which can be used to interact with technology without looking at a screen.

Frequently asked questions