This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / This study explored the dynamics of guide dog ownership from a psychological point of view. The research was explorative in nature and employed two historically distinct methodologies of enquiry (both quantitative and qualitative). This explorative study relied on a very comprehensive literature review, which combined literature from three distinct fields of research: disability research, psychofortology and the human-animal interaction. Based on this literature review, three research questions were formulated. The first part of the study focused on the concept of well-being. The first two research questions dealt with the question of whether differences exist between the well-being of persons with blindness and guide dog ownership and persons with blindness without guide dog ownership. These two questions were answered in a quantitative fashion by employing Ryff’s Scales of Psychological wellbeing (1989) to two naturally occurring groups (n = 65). In general, no group differences emerged, but the properties of the questionnaire and some confounding may have skewed the results. The final research question explored the lived experience of anticipating and owning a guide dog in a qualitative fashion. Two interviews were conducted with each of six participants (one interview before guide dog ownership and one after acquiring a guide dog). The qualitative methodology yielded some very promising findings on the nature of guide dog ownership. Seven themes emerged from the first interview and eight from the second. Guide dog ownership seems to be a life-changing experience, with both negative and positive consequences for the owner and his/her psychological well-being. This study concludes with a strong argument for the complementary use of quantitative and qualitative methodologies. Recommendations are given for several service providers in and for the community of persons with disabilities, and suggestions are made for future research on a topic of this nature.

Thesis (M Social Work(Social Work))--University of Stellenbosch, 2006. / An exploratory research design together with a qualitative research approach was chosen in order to obtain knowledge, insight and understanding regarding the socio-emotional experience of older persons with visual impairments. The motivation for this study resulted from a lack of recent research related to the socio-emotional experience of older persons with visual impairments. The researcher became aware of this lack of recent literature during a preliminary literature investigation. The need for updated research in this field was confirmed by the Department of Social Work and the Department of Ophthalmology at Tygerberg Hospital. The goal of the study is therefore to gain a better understanding of the socio-emotional experience of older persons with visual impairments in order to provide guidelines for social work intervention with these older persons. The literature study firstly focused on the life-stage of older persons in order to gain a better understanding of the developmental needs and tasks during old age focussing especially on the significance of visual competency in this life-stage. The literature study also included the theoretical framework that guides the social worker’s task, in this study the focus was on the ecological perspective. Primarily, the literature study explored the socio-emotional experiences of older persons affected by visual impairments and the social work interventions that are available for older persons with visual impairments. The researcher decided to involve ten older persons (65 years of age or older) with visual impairments who are from the service-area of Tygerberg Hospital in the research. A qualitative investigation was carried out by means of conducting semi-structured interviews with the aid of an interview guide. The results of the investigation largely confirmed the findings of the literature study namely that visual impairment severely impacts the daily functioning of older persons. These socio-emotional challenges include: aspects related to family and/or friends; psychosocial implications of vision loss on daily activities like: driving, shopping, sport, television, needlework/ knitting, and reading; and a lack of knowledge regarding available services for older persons with visual impairments.

Auditory graphs and active point estimation provide an inexpensive, accessible alternative for low vision and blind K-12 students using number lines and coordinate graphs. In the first phase of this research program, a series of four psychophysics studies demonstrated an interactive auditory number line that enables blind, low vision, and sighted people to find small targets with a laptop, headphones, and a mouse or a keyboard. The Fitts' Law studies showed that, given appropriate auditory feedback, blind people can use a mouse. In addition, auditory feedback can generate target response patterns similar to when people use visual feedback. Phase two introduced SQUARE, a novel method for building accessible alternatives to existing education technologies. The standards-driven and teacher-directed approach generated 17 graphing standards for sixth grade mathematics, all of which emphasized point estimation. It also showed that how only few basic behavioral components are necessary for these graphing problems. The third phase evaluated active point estimation tools in terms of training, classroom situations, and a testing situation. This work shows that students can learn to graph in K-12 environments, regardless of their visual impairment. It also provides several technologies used for graphing, and methods to further develop education accessibility research.

Practical aid to understanding vision impairment on page xxvii unable to be scanned. Please see http://www.rnzfb.org.nz/eye-conditions for this information. / The relationship between guide dog handlers in New Zealand and their guide dogs was investigated to identify the reasons why some partnerships are successful while others are not. A two-part study was designed to explore the match between the handler and the dog to improve the outcome of the matching process. A focus group discussion with people who had a range of visual acuity and experience with mobility aids was conducted as a preliminary measure to help develop the survey questionnaire that was used in the second part of the study. Fifty current and/or previous handlers, who had used a total of 118 dogs, were interviewed about their prior expectations and the outcome of the partnerships. Results indicated that the majority of matches were successful, and quality of life was improved for most participants because of using a dog. Around a quarter of the matches were considered unsuccessful, although not all mismatched dogs were returned. Mismatches arose predominantly from problems concerning the dogs' working behaviour followed by the dogs' social/home behaviour. However, dogs were also returned for health problems and a few were returned for personal issues concerning the handler. Compatibility between the handler and the dog, and the fulfilment of expectations were positively associated with better matches. Factors relating to mobility, including a handler's ability to control a dog, made the biggest contribution to success, but non-work related issues, such as companionship and enhancement of social interactions were also significant. Other factors that appeared to be associated with a good outcome included an accurate assessment of workload, having a good relationship with the guide dog instructor, and having a little useful vision - especially if this deteriorated over the time a dog was used. Other findings suggested that the use of a dog improved travel performance, regardless of how well the participants' perceived their travel ability to have been before the dog was acquired, and that second dogs were less favoured than the first ones. These results have permitted a series of recommendations to be proposed to the guide dog industry regarding characteristics of handler and dog that are important for a successful match.

The present thesis deals with problems related to employment of visually impaired people in České Budějovice. The theoretical part deals with the definition of persons with visual impairment and their classifications, focus on possibilities for education and support for visually impaired people. Then I describe the legislative conditions in the process of employing such individuals and define the most important issues related to the employment of persons with visual disabilities. The empirical part interpret the results of our own research. The aim of the thesis is an analysis of the employment problem of visually impaired people. Research assumption is that job opportunities for persons with visual disabilities can improve their higher education or retraining course completion. Context research complemented with information about the attitudes of respondents, involving one of its own to the visual handicap and problems associated with information deficit, communication or technical barriers. The research part interprets the results of the specified issues of employment of the visually impaired in České Budějovice through case studies and using semi-structured interviews and observations.

The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

Thesis (M. A. (English Studies)) -- University of Limpopo, 2022 / This study explored the challenges of pictorial illustrations in texts faced by Students: The case of the University of Limpopo in Limpopo Province, South Africa. The study seeks to contribute to the process of understanding pictorial illustrations in a teaching and learning environment, where there are VI (visually impaired) students. This study employed a qualitative research approach, and interviews were used to collect data from the respondents. The respondents were ten VI students, five lecturers in the English discipline and two braillists from Reakgona Disability Centre. The selection was based on the roles they play in the learning and preparing of learning materials for VI students. The overall findings from the VI students were that pictorial illustrations are challenging when students are learning English language courses. It was established that pictorials materials exclude and confuse VI students when they are learning. Those pictorials also discourage participation of VI students, as they cannot see the pictorials. On the other hand, lecturers have challenges in explaining and describing pictorials during lessons. Again, it was discovered that when developing pictorial illustrations VI students are not taken into consideration because most content always includes pictorials. The overall findings from the braillists were that English language learning materials with pictorial illustrations are not easy to convert to braille and to enlarge for VI students. The study recommended ways to deal with pictorials in lessons and materials. For example, workshops to help lecturers to accommodate VI students in the learning environment. The study encouraged a good working relationship to assist VI students to overcome pictorial challenges in English courses. This study was intended to offer assistance in terms of the challenges experienced by V1 students with regard to pictorials illustrations in English language learning materials and courses.

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