Perceptions of university inclusive Education in Students with Visual Impairment

Abstract

Inclusive education in higher education is presented as a matter of concern for students with visual impairment, who have a desire for academic improvement, which is due to the lack of pedagogical and emotional training of teachers. Therefore, the objective of this research focused on revealing the shared experiences of university students with visual impairment in relation to inclusive education. The work was based on a qualitative approach under the grounded theory design, with the application of the focus group technique. The key informants were three university students with severe visual impairment and low vision from the Technical University of Manabí in Portoviejo, Ecuador, who provided their perceptions about university inclusive education through the identification of categories and subcategories of analysis. Among the most relevant results, the lack of knowledge of teachers to teach students with visual impairment was evidenced, as well as the lack of pedagogical resources that are presented as a limitation for those who are preparing to enter the labor field. In conclusion, the importance of inclusive pedagogical training of teachers and the insertion of inclusive resources was highlighted, so that university students with visual impairment can obtain an inclusive education with equal opportunities.