What is it about?
In the quest to increase access to quality education at university level, learners with disabilities are systematically being marginalised and excluded. Yet at the same time there is a long standing agenda for inclusion whose agenda now rides on the sustainable develop goal by 2030. In this article, we purposively concentrate on the reported environmental disablers and enablers to tertiary education among learners with visual impairments worldwide as a way of contributing to the discourse of inclusive education.
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Why is it important?
The study synthesizes related research findings on the education of students with visual impairments at tertiary level globally and forms a new discussion point centred on the reported disablers and enablers to their academic success. The outcomes of this study contributes to the attainment of inclusive education as stipulated in the SDG goal by 2030 by not only highlighting how to resolve disablers but also harness enablers to academic success of one of the marginalised groupings in society.
Perspectives
This article is a must read for all in the education sector; human rights activists; social research scientists; higher education innovators, transformers, planners, administrators; legal and policy formulators with a desire for a just and equitable society for ALL.
Dr Francis Simui
University of Zambia
Read the Original
This page is a summary of: Enablers and disablers to academic success of students with visual impairment: A 10-year literature disclosure, 2007–2017, British Journal of Visual Impairment, May 2018, SAGE Publications,
DOI: 10.1177/0264619617739932.
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