Experiences of Students with Visual Impairment in Learning Computer Literacy Skills at The University of Education, Winneba

This study explored the experiences of students with visual impairment in studying Information and Communication Technology (ICT) at the University of Education, Winneba (UEW). Employing a qualitative phenomenological approach, the researchers utilized semi-structured interviews and observations for data collection. The sample included 36 students organized into seven focus groups, who were purposefully sampled. The findings unveiled several noteworthy outcomes. These students with visual impairment relied on voice applications like JAWS and NVDA to navigate computers and mobile phones. However, a lack of basic computer skills, such as typing, creating and saving files or documents, was prevalent and was attributed to limited participation during practical ICT sessions. Additionally, while a few students depended on sighted peers for support. Meanwhile, students demonstrated their capability to locate, retrieve, and analyze digital information using references to course manuals, notes, and prior knowledge. Proposed strategies encompassed the adaptation of course content for teaching and online platforms to meet the specific needs of the students, the provision of robust assistive devices in ICT labs and libraries, and specialized training for instructors in utilizing technology for individuals with visual impairment.