Barriers To Educational Equity for Visually Impaired Undergraduates in Jaffna and the Role of Assistive Technologies

Abstract

Educational equity in higher education remains a critical concern, particularly for students with visual impairments who encounter systemic, pedagogical and technological barriers in mainstream classrooms. This study investigates the challenges faced by visually impaired undergraduates in the Jaffna region of Sri Lanka, with a specific focus on barriers to equitable learning and the role of assistive technologies in addressing these challenges. Despite increasing discussions on inclusive education, limited studies have explored the experiences of visually impaired undergraduates in universities within the Jaffna region. Adopting a qualitative research design, this study was conducted among visually impaired undergraduates in universities in the Jaffna region, where data were collected through semi-structured interviews with ten participants using purposive sampling, including both blind and partially sighted individuals. The collected data were analysed using thematic analysis. The findings reveal multiple barriers such as inaccessible teaching practices, ineffective lecture recordings, lack of Braille and accessible learning materials and limited institutional support. Participants reported that traditional lecture-based teaching methods often fail to accommodate their needs, leading to reduced academic engagement and performance. Furthermore, the absence of structured integration of assistive technologies exacerbates educational inequities. However, the study also highlights the potential of assistive technologies, including screen readers, audio-based tools, and accessible digital platforms, in improving learning accessibility. The findings underscore the need for inclusive pedagogical practices, improved access to resources, and institutional commitment to technological integration. This study contributes to the discourse on inclusive education by offering context-specific insights and practical recommendations for enhancing educational equity in higher education. The findings may assist policymakers, educators and higher education institutions in developing more inclusive learning environments for visually impaired students.