Title: Social exclusion amongst students with visual impairments at UKZN Howard College and Edgewood Campuses. This research used a qualitative study exploring thick descriptions, inside voices and perspectives of “otherization”, powerlessness and voiceless-ness resulting from social exclusionary processes perpetuated by social and university structures and poverty. Convenience sampling was used. Semi structured individual interviews and focus group discussions were used to explore the key research questions focusing on social and university challenges experienced by students with visual impairments at UKZN in their social and university environments. The data was interpreted through The Anti Oppressive Approach (Dominelli, 2002) which gave support to understanding how continuing to ignore marginalized persons with visual impairments out of mainstream systems of development, perpetuated “othering”, powerlessness and voiceless-ness. This study provided evidence of the multi dimensional and multi structural nature of the social exclusionary process with key focus on abuse of power by dominant groups (sighted persons), violation of human rights and visual impairment as confinement as experienced by students with visual impairments either in their social or university environments or both. In addition, this theory looked at the manner in which dominant or superior groups arrange resources around them to benefit them and exclude persons with disabilities. This research also gave a voice to women with visual impairments being oppressed by sighted women as well as poverty as a social exclusionary process. Keywords: Anti Oppressive Theory, Visual Impairments, Social Exclusion / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)