Abstract:

This research study involved twenty students who had visual impairments, their parents and instructors in a teachers’ university in Ghana. It was inclusive-based and it examined the students’ technology use for academic assignments, social engagement, and participation in activities of daily living. Analysis of the responses together with inputs from their parents and instructors revealed that these students spent considerable time engaged in many activities including but not limited to making friends, barriers to the inclusion practices in the university, opportunities to engage in work experiences, and family involvement towards preparation for independent living when compared to their sighted colleagues. The results indicated that the students had varied experiences, faced different barriers in making lasting friends, and different employment opportunities. It was concluded that when dealing with students with visual impairments, their differences be considered since no two learners with visual impairments are the same. Recommendations were proffered based on the findings and provision of support to improve the inclusion of the students.