An exploratory study of college and university students with visual impairment in Canada: Grades and graduation

Abstract

The purpose of this investigation was to explore predictors and correlates of grades and intention to graduate among junior/community college and university students with visual impairments in Canada, and to compare students with low vision to students who are blind on variables related to academic success. In all, 66 junior/community college and university students with visual impairments (17 blind, 49 with low vision) in Canada completed an online questionnaire inquiring about grades, intention to graduate, and demographic, school-related, and personal aspects. Stepwise regression, discriminant, and correlational analyses of the data revealed that

Human rights and visual impairment

“…(n.p. ) Building from the same assumption that is illustrated by the above study, the starting point for the discussion in this chapter is that visual impairment is not a barrier to successful learning, or other achievements, if the person with a visual impairment receives appropriate support in an appropriate way at an appropriate time (Argyropoulos et al 2017;Fichten et al 2016;Palmer 2005), but it can be a barrier if the necessary support is not provided timeously (Bruce et al 2016;White et al 2017). This viewpoint raises questions about the use of words such as disability.…”

Immersing in accessibility: Co-creating a pedagogy that is effective, educational – and legal

“…Teamwork and resources are key to providing the accessibility support needed for each individual. Fichten et al (2016) note that drop-out rates among students Immersing in accessibility: Co-creating a pedagogy that is e ective, educational -and legal 7 with vision impairments are higher when accessibility is not provided or is problematic. For students with deafblindness, Chanock et al write: For people who are Deaf-blind (sic) to undertake university study requires the involvement of a wide range of people, including (in addition to their subject lecturers) technicians who provide texts in an accessible form, sign language interpreters, librarians, and, if possible, academic skills advisers to help with composing and editing (2011: 1).…”

Strategies for Supporting Learners With Disabilities in Postsecondary Education

“…Through personal interactions and mentoring conversations with students, instructors help students become effective self-advocates, whether or not they have disabilities. When students advocate for themselves, they are more likely to achieve academic success and graduate (Fichten et al, 2014).…”

“…As self-advocacy is important for all college students (Fleming et al, 2017), practices designed to promote self-advocacy in students with disabilities will benefit all learners. Students are more likely to continue on to graduation if they believe their articulated needs are being met (Fichten et al, 2014).…”