University Experiences of Graduates with Visual Impairments in Ghana

Lois Odame, Maxwell Peprah Opoku, William Nketsia, Betty Nanor

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)


Equitable access to quality education has been recognised as an important human right in several international conventions. Despite the importance of education to persons with disabilities, their participation has been found to be ineffective. In the Ghanaian context, most previous studies have largely reported on barriers encountered in primary and secondary school, with a limited focus on the participation of students with disabilities in tertiary institutions. Therefore, the specific objective of this study was to explore the university experiences of employed graduates with visual impairments (VIs) in Ghana. Face-to-face interviews were conducted with graduates with VIs (n = 14), who were recruited from three regions in Ghana. The interview material was transcribed verbatim, and a descriptive thematic analysis was performed. Due to a lack of formal support, many participants reported that they relied on their sighted peers in their studies and for other daily living activities. They also encountered significant challenges during their higher education, such as inaccessible programmes and unfriendly physical environments, financial hardship, inadequate learning materials and lecturers’ negative attitudes towards them. The policy implications of the findings and the recommendations and limitations of the study are also discussed.

Original languageEnglish
Pages (from-to)332-346
Number of pages15
JournalInternational Journal of Disability, Development and Education
Issue number3
Publication statusPublished - 2021
Externally publishedYes


  • Ghana
  • inclusive education
  • resources
  • students with visual impairment
  • teaching and learning materials
  • university

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology


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