Supporting visually impaired students in virtual learning environments in Ghana
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
E-Learning and Digital Media
Abstract
Distance education (DE) has been in existence in Ghana for almost three decades guided by the
philosophy of making quality education more accessible and relevant to all students. In line with best
practices across the globe, Ghanaian institutions providing DE have been integrating digital
technologies to augment traditional forms of delivery over the last decade. However, specific gaps
have been identified in the provision for students with special educational needs and disabilities
(SEND). To address this, the current study involves a multi-site exploratory case study using
Accessibility4Equity principles to explore the challenges that distance providers face when enrolling
visually impaired students (VIS). Fourteen participants comprising eight DE administrators and six IT
personnel from four DE public higher educational institutions in Ghana were selected for this study.
Findings identified several key themes, including access and equity, participation and imperatives for
the inclusion of VIS. Based on this novel research approach, several implications emerged to drive
the agenda for strategies to admit VIS into DE programmes in Ghana. Arising from this, recommendations suggest that future research is needed to address the gaps in the Accessibility4Equity
supportive framework for VIS in virtual learning spaces.
Description
Research Article
Keywords
Ghana, inequalities, accessibility4Equity framework