Intentional and Unintentional Exclusion: The Roles of Lecturers on Pedagogical Inclusion of Students With Visual Impairments in Higher Education

Abstract

This study investigated lecturers' perspectives on the pedagogical inclusion of Students with Visual Impairments (SVI) in higher education institutions in Namibia. Access to higher education remains a privilege for individuals with disabilities rather than a human right. Intentional and unintentional exclusion is still prevalent in higher education, with more adversity than a celebration of diversity. Despite the crucial roles played by university lecturers in ensuring education for all, there is limited literature on their perspectives regarding the pedagogical inclusion of SVI. The researcher used a phenomenological research design to explore lecturers' experiences and their roles in SVI inclusion. Twelve lecturers from three participating institutions who taught SVI students were purposefully selected and individually interviewed. Lecturers emphasised the importance of creating a conducive learning environment, developing and adapting content, and motivating students to ensure inclusion. However, they highlighted several challenges, including a rigid curriculum, lack of support and collaboration, inconsistent policy implementation, and inadequate resources and advanced technology. Therefore, the study recommends continuous reviews of inclusive education policies, curriculum reviews, and transformations in higher education towards inclusivity. The study suggests that institutions should adopt Universal Design for Learning (UDL) and Differentiated Instruction (DI), allowing for planning and anticipating all students' needs.



Author Information
Mirjam Sheyapo: University of Namibia, Namibia
Cynthy Kaliinasho Haihambo, University of Namibia, Namibia
Kashinauua Faustina Neshila, University of Namibia, Namibia

Paper Information
Conference: ACEID2024
Stream: Education & Difference: Gifted Education

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Namibia M., Haihambo C., & Neshila K. (2024) Intentional and Unintentional Exclusion: The Roles of Lecturers on Pedagogical Inclusion of Students With Visual Impairments in Higher Education ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.28
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.28


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Posted by James Alexander Gordon