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The Inclusion of Students with Disabilities in Tertiary Institution: A Review of Related Literature on Strategies of Making Curriculum Accessible to Students Visual Impairments

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  • Joshua Odhiambo

    (Academic Registrar, Kenya Institute of Special Education, Kenya)

Abstract

The inclusion of students with disabilities including those with visual impairment (VI) has become a popular trend in most countries of the world. However, students with VI still face challenges in accessing curriculum materials for the course they pursue at tertiary institutions. This paper provides strategies lecturers can use to enable students with VI to access curriculum materials based on literature review of varied academic research and journal articles. The paper highlights teaching methods which lecturers can use to effectively teach students with VI. Other strategies discussed in the paper include: one on one instruction, use of peers to support students with VI, use of auditory resources by students with VI and providing students with VI with handouts in Braille. Also, the paper discusses adapting methods of assessment to accommodate students with VI as well as the use of assistive technology by visually impaired students.

Suggested Citation

  • Joshua Odhiambo, 2024. "The Inclusion of Students with Disabilities in Tertiary Institution: A Review of Related Literature on Strategies of Making Curriculum Accessible to Students Visual Impairments," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(10), pages 1731-1738, October.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:10:p:1731-1738
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    References listed on IDEAS

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    1. William Ayub Mng’ong’ose & Mkanibwa Ngoboka & Romed Kavenuke & Alberto Gabriel Ndekwa, 2017. "Open and Distance Learning for Blind: Empirical Review of the Challenges Faced by Learners Who Have Visually Impaired," Research Journal of Education, Academic Research Publishing Group, vol. 3(12), pages 186-189, 12-2017.
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