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Denna studie är en kandidatuppsats inom området Informationsdesign med fokus på rumslig gestaltning. Arbetet syftar till att undersöka hur man kan underlätta den självständiga navigeringen i vår offentliga miljö för personer med synnedsättning. Hur man kan skapa en tryggare miljö genom informationsdesign i form av taktil wayshowing och färgkodning.  Att självständigt förflytta och röra oss i vår offentliga miljö ser de flesta som en självklarhet. Att sätta sig på tåget, tunnelbanan, eller bussen på väg till jobbet eller skolan, till vänner eller familj, eller bara göra en spontan resa dit du aldrig tidigare åkt inte är något hinder. Denna frihet skapar en gemenskap och tillhörighet i samhället som vi inte reflekterar nämnvärt över. Det finns dock personer som inte känner samma inkludering och trygghet i att göra samma typer av resor som du och jag – bland annat personer med synnedsättning. I dagsläget uppnår denna målgrupp ca 1% av Sveriges befolkning. Här finns dock ett mörkertal, men det är ungefär 100 000 personer som är inskrivna på syncentralen i dagsläget.Urbaniseringen och de växande städerna runt om i världen bidrar till den ekonomiska tillväxten, men även till sociala klyftor. Enligt FN:s hållbarhetsmål nr 11 - Hållbara städer och samhällen, så strävar man efter hållbar stadsutveckling för att skapa en trygg och inkluderande miljö – även för personer med funktionsnedsättningar. I Sverige har vi en arkitekturpolicy, som regeringen tagit fram. Den säger att vår offentliga miljö skall vara anpassad och utformad efter våra behov oavsett funktionsnedsättning och kognitiva förmåga. / This study is a bachelor thesis in the field of Information design with focus on spatial design. The work aims to investigate how to facilitate the independent navigation in our public environment for people with visual impairment. How to create a safer environment through information design in the form of tactile way showing and color coding.Most people take it for granted to move and move independently in our public environment. Getting on the train, subway, or bus on the way to work or school, to friends or family, or just making a spontaneous trip where you have never travel before is no obstacle. This freedom creates a community and belonging in society that we do not reflect significantly on. However, there are people who do not feel the same inclusion and security in making the same types of trips as you and me – people with visual impairment. At present, this target group reaches about 1% of Sweden's population. However, there is a dark figure here, but there are approximately 100,000 people who are currently registered at the vision center. Urbanization and the growing cities around the world contribute to economic growth, but also to social gaps. According to UN Sustainability Goal No. 11 – Sustainable cities and communities, sustainable urban development is strived to create a safe and inclusive environment – even for people with disabilities. In Sweden, we have an architecture policy that the government has developed. It says that our public environment must be adapted and designed according to our needs, regardless of disability and cognitive ability.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2022 / 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

Le taux de chômage des personnes vivant avec une déficience visuelle (PDV) demeure préoccupant, malgré la mise en place de lois progressistes et d’actions diverses pour favoriser leur emploi. Les PDV éprouvent continuellement des difficultés d'intégration à l'emploi en raison de barrières dans le marché du travail et de l’inaccessibilité des lieux de travail. L'objectif de ce mémoire était de développer le contenu d'un outil de mesure qui pourrait évaluer l’état de préparation des milieux de travail pour accueillir des PDV. L’objectif a été atteint en deux temps. Premièrement, une synthèse de la littérature scientifique a permis de prendre la mesure des connaissances existantes et d’identifier les lacunes dans la recherche sur l'intégration à l'emploi. Deuxièmement, une étude co-créative a exploré les expériences vécues d’employés vivant avec une déficience visuelle et celles d’experts dans la création d’environnement de travail prêt à employer des PDV. Les résultats indiquent que traditionnellement l’approche pour faciliter l'intégration à l'emploi des PDV visait l'identification d’obstacles et de facilitateurs à la réussite professionnelle. Cette approche axée sur l’individu, souhaitait préparer les PDV à l'emploi. Peu de recherches ont été menées sur les efforts déployés par les employeurs et sur l’environnement de travail. Même si le milieu de travail a été identifié comme facteur de réussite et comme barrière dans l'intégration en emploi, aucune approche n'existe pour préparer les employeurs à l'arrivée de PDV. L’atteinte d’une répartition équitable des efforts impliquant tous les déterminants dans la réussite passe inévitablement par la préparation des environnements d'emploi. / The unemployment rate among people living with vision impairment (PVI) remains a significant concern, despite the implementation of progressive laws and various actions committed to promoting their employment. PVI continually experience difficulties in employment integration due to labor market barriers and inaccessible workplaces. The objective of this master’s thesis was to develop the content of a tool to access the preparedness of the employment environment to welcome PVI. This objective was accomplished across two phases as presented in this thesis. First, a scoping review synthesized existing knowledge and identified gaps in employment integration research. This knowledge informed the second phase, a co-creation study that explored the experiences of employees with vision impairment and employment domain experts in the creation of a work environment that is prepared to employ PVI. The findings indicate that previous attempts to facilitate the employment integration of PVI focused mainly on identifying barriers and facilitators to employment success. Furthermore, attempts to translate findings into employment integration plans focused on the individual perspective, making PVI employment ready. There has been little research into the efforts made by employers and their environments to achieve sustainable employment. Even though the employment environment was identified to contribute to employment success and lacking in the ability to ensure employment integration, no approach exists to prepare employers for the arrival of PVI. To achieve an equilibrium of effort among all the determinants of employment success, the preparedness of the employment environments must also be explored.

According to Hatlen (2004), most learners with disabilities in an inclusive educational setting are socially isolated. This statement contributed to the research question of this study, how do learners with visual impairment experience the social aspects of their inclusion in a Namibian mainstream secondary school? The aim of this study was to design a case study to analyse and describe data collected from learners with visual impairment and other participants to determine how they are socially included in a mainstream setting. A qualitative research methodology was used, which included purposive sampling to select participants. The researcher functioned in an interpretive/constructivist paradigm. It was found that the learners with disabilities and the able-bodied learners do not truly mix, however, the learners with disabilities are content in the mainstream school and they prefer it. / Om aan 'n groep te behoort en sosiaal ingesluit te voel is 'n basiese menslike behoefte - dit is net so belangrik soos die basiese behoeftes van kos en veiligheid. Sosiale inklusie kan as een van die kritiese elemente beskou word wat onderskei tussen mense wat ongesteld is en mense wat gesond is. Betekenisvolle verhoudings dra by tot self-aktualisering. Lae sosiale inklusie beteken vir leerders eensaamheid en swak aanvaarding deur portuurgroepe. Sosiale inklusie is van groot belang vir kinders se ontwikkeling. Navorsing het bevind dat inklusiewe hoofstroomskole die effektiefste manier is om diskriminasie te beveg en sosiale insluiting te bevorder. Hatlen (2004) is van mening dat die groter meerderheid van leerders met gestremdhede in 'n hoofstroomskool sosiaal gei soleerd is. Die doel van hierdie kwalitatiewe studie was om leerders met gestremdhede se persepsie van hulle eie sosiale aanvaarding binne 'n inklusiewe hoofstroom sekondere skool te ondersoek. Die navorser het binne 'n interpretatiewe/konstruktivistiese paradigma gewerk. 'n Kwalitatiewe navorsingsmetodologie is gevolg en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers sou wees; onderhoude, observasie, dokumente en refleksies om data te genereer; en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui aan dat leerders met gestremdhede vir jare afgesonder was van die res van die samelewing deur hierdie leerders in spesiale skole te plaas. Dit het veroorsaak dat mense vervreemd van mekaar is en het 'n skeiding tussen 'ons' en 'hulle' veroorsaak. Die bevindinge van hierdie studie beklemtoon die belangrikheid van bewusmaking tussen leerders met gestremdhede en leerders sonder gestremdhede. Daar kom wel afknouery voor op die skoolgronde en ware vriendskappe tussen leerders met gestremdhede en leerders sonder gestremdhede vind nie in die ware sin van die woord plaas nie. Hierdie leerders is egter tevrede en verkies steeds om in 'n hoofstroomskool te wees. Inklusiewe onderwys is nog 'n nuwe konsep en in die ontwikkelingsfase in Namibie, terwyl die leerders nog onbekend is met inklusie, asook met mekaar. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

The work gives a comprehensive overview of the education of students with severe visual impairment, focusing on teaching language education. Currently, more and more advancing the concept of integration / inclusion of pupils with special educational needs in mainstream education are the teachers in mainstream schools subject to requirements that the process of integration / inclusion of these pupils were able to cope. It is therefore necessary that the teachers have to orientate in this field, and especially to know who can work with, who to turn to. To create a homogeneous group within the class is very appropriate for the pupil with severe visual impairments to participate in any activities with their peers, under which, inter alia, the work also comes with teaching aids. To support such a common activity, I made a technical cooperation tactile teaching materials focusing on language education. You can also use the intact classmates in the classroom, which could eliminate the differentiation of students "without " and "with" special educational needs as much as possible.

Cette thèse présente les modalités d’expérience muséale proposées aux visiteurs déficients visuels et auditifs. Elle expose pour cela à la fois les dispositifs d’accueil et de médiation culturelle des musées, leurs discours sur l’accessibilité et la différence, mais aussi la réception et l’expérience vécue par ces visiteurs. À partir d’un travail de terrain mené dans des établissements muséaux d’Île-de-France et auprès d’individus en situation de handicap, il s’agit d’abord de montrer comment ces institutions structurent et révèlent le traitement social du handicap. Les processus sociaux assignant une place et une identité sociale y étant fortement perceptibles, le musée est pris comme cadre d’analyse et de compréhension des trajectoires identitaires des personnes en situation de handicap. Plus encore, le dispositif muséal conditionne aussi le rapport sensible à l’environnement, notamment par le biais des outils de médiation culturelle. Il contribue en conséquence à imposer une image de soi, et à structurer la carrière de visiteur. En outre, cette recherche souligne la capacité des individus à s’emparer de ces éléments pour élaborer leurs propres trajectoires identitaires. Ainsi, la responsabilité portée par l’institution muséale est mise en évidence, puisqu’elle participe à la construction des identités sociales et des modalités d’être au monde des visiteurs en situation de handicap. / This PhD dissertation focuses on the ways and means of the museum experience for visitors with visual or hearing deficiencies. For that matter, the aim is to grasp both the cultural mediation systems, the welcoming apparatus proposed by museums but also the experience lived by the visitors. This allows to touch upon the discourses then carried out regarding accessibility and difference. A field work was carried out in the museums of the region Île-de-France and through interviews with people with disabilities. The main objective was to bring out the way in which museums, through the devices they propose and by the discourses they carry and relay on accessibility, organize and reveal at the same time the social treatment of disability. Museums can be considered frameworks for analysis and for understanding identity trajectories, since the social processes giving a place and an identity to people are strongly perceptible in this institution. Moreover, the sensitive connection to environment and, in this case to the exhibits, is also conditioned by the museum. It therefore contributes to establish a self-image for the visitor, and thus to structure the visitor's journey. In addition, by also highlighting the ability of individuals to seize these elements to develop their identity trajectories, this work highlights the responsibility of the museum as an institution, which participates in the construction of social and personal identities.

The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all aspects of university life (Shepherd, 2001:17). To this effect, in the past two decades several countries have revised their legal documents in order to promote inclusive education at all levels of schooling. Accordingly, in 2006 the Ethiopian government also developed a new legislative document, namely Special Needs Education Program Strategy, in order to apply inclusive education in regular schools and in higher education institutions. Following the introduction of this policy document, all regular schools and higher education institutions in Ethiopia have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for better understanding and in-depth interpretation of the inclusion of students with VI at AAU. An interpretive paradigm also informs the detailed judgements made by experts of a suggested action plan for progressively providing support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favour of the students. The researcher undertook a Delphi investigation to address the main aim of this research (i.e. to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts. The researcher recommends that the plan should be implemented over the next five years at AAU in order to improve the support provided to students with VI. / Inclusive Education / D. Ed. (Inclusive Education)

The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research multiple case study research design was used. The study was conducted in two secondary schools of the capital city of Tigray Regional State of Ethiopia. In the selection of the schools and research participants, a purposive sampling method was employed. The data were collected from 2 school principals, 35 teachers and 24 learners of grade 9 and 10. To collect the data, interviews (for principals and teachers), focus group discussions (for learners), observation, and questionnaires (for teachers), were used. The primary data for this research were the data gathered from interviews, focus group discussion and observation whereas the data gathered from the questionnaire were used to compare, triangulate and supplement. Data by the instruments were analysed under different themes using a constructivist/interpretive approach. The findings of the study revealed that the nature of school inclusivity regarding visually-impaired learners in Tigray Secondary Schools of Ethiopia is poor and visually-impaired learners are excluded. As a result, the exclusive nature of the schools is affecting the implementation and actualisation of inclusive education. Based on the findings, the study calls schools, communities, governmental and non-governmental organisations to take action for the implementation and realisation of inclusive education and the inclusion of all learners, such as visually-impaired learners. / Inclusive Education / D. Ed. (Inclusive Education)

According to Hatlen (2004), most learners with disabilities in an inclusive educational setting are socially isolated. This statement contributed to the research question of this study, how do learners with visual impairment experience the social aspects of their inclusion in a Namibian mainstream secondary school? The aim of this study was to design a case study to analyse and describe data collected from learners with visual impairment and other participants to determine how they are socially included in a mainstream setting. A qualitative research methodology was used, which included purposive sampling to select participants. The researcher functioned in an interpretive/constructivist paradigm. It was found that the learners with disabilities and the able-bodied learners do not truly mix, however, the learners with disabilities are content in the mainstream school and they prefer it. / Om aan 'n groep te behoort en sosiaal ingesluit te voel is 'n basiese menslike behoefte - dit is net so belangrik soos die basiese behoeftes van kos en veiligheid. Sosiale inklusie kan as een van die kritiese elemente beskou word wat onderskei tussen mense wat ongesteld is en mense wat gesond is. Betekenisvolle verhoudings dra by tot self-aktualisering. Lae sosiale inklusie beteken vir leerders eensaamheid en swak aanvaarding deur portuurgroepe. Sosiale inklusie is van groot belang vir kinders se ontwikkeling. Navorsing het bevind dat inklusiewe hoofstroomskole die effektiefste manier is om diskriminasie te beveg en sosiale insluiting te bevorder. Hatlen (2004) is van mening dat die groter meerderheid van leerders met gestremdhede in 'n hoofstroomskool sosiaal gei soleerd is. Die doel van hierdie kwalitatiewe studie was om leerders met gestremdhede se persepsie van hulle eie sosiale aanvaarding binne 'n inklusiewe hoofstroom sekondere skool te ondersoek. Die navorser het binne 'n interpretatiewe/konstruktivistiese paradigma gewerk. 'n Kwalitatiewe navorsingsmetodologie is gevolg en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers sou wees; onderhoude, observasie, dokumente en refleksies om data te genereer; en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui aan dat leerders met gestremdhede vir jare afgesonder was van die res van die samelewing deur hierdie leerders in spesiale skole te plaas. Dit het veroorsaak dat mense vervreemd van mekaar is en het 'n skeiding tussen 'ons' en 'hulle' veroorsaak. Die bevindinge van hierdie studie beklemtoon die belangrikheid van bewusmaking tussen leerders met gestremdhede en leerders sonder gestremdhede. Daar kom wel afknouery voor op die skoolgronde en ware vriendskappe tussen leerders met gestremdhede en leerders sonder gestremdhede vind nie in die ware sin van die woord plaas nie. Hierdie leerders is egter tevrede en verkies steeds om in 'n hoofstroomskool te wees. Inklusiewe onderwys is nog 'n nuwe konsep en in die ontwikkelingsfase in Namibie, terwyl die leerders nog onbekend is met inklusie, asook met mekaar. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)