Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Michelle McCraney

Abstract

The problem addressed by this project study was the lack of understanding by faculty and administrators of accommodations affecting the academic environment in higher education required for success by Georgia students with visual disabilities. The purpose of this qualitative descriptive study was to explore how Georgia students with visual disabilities describe their experiences in higher education. Guided by the framework of the social model of disability by Oliver, which holds that people with a disability are restricted by the barriers in their community and not by the disability; the research question was used to explore of how Georgia students with visual disabilities described their higher education experiences. The 10 participants in this qualitative descriptive study were students or 1st-year alumni students with visual disabilities from two postsecondary institutions in Georgia. The participants, five from each school, responded to the same set of interview questions. Following a content analysis of the data, three findings emerged: (a) Participants recommended better training for faculty in dealing with students with visual disabilities, (b) Participants emphasized repeatedly the right of every student to access an education, and (c) Participants indicated that they expect more from their local Office of Disability Services. Positive social change implications of the findings include: (a) more training of faculty in dealing with students with visual disabilities, (b) emphasis on the right of every student to access education, (c) more support from the Office of Disability Services, and (d) further research into the needs of individual students with visual disabilities. The results also informed the creation of a professional development training for college faculty and administrators.

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