Abstract
This thesis investigated the experiences of visually impaired students and their faculty members with blended learning at University X. Qualitative research methods were employed to gather data through interviews with six visually impaired students and six professors. The study analyzed the data using two frameworks, Universal Design of Learning (UDL) and Community of Inquiry (CoI). The findings indicate that the course design, personalization of accessibility, social inclusion and classroom dynamics, university support and resources, and technology accessibility and digital literacy have an impact on the experiences of visually impaired students and their professors. The study provides recommendations for improving the accessibility of blended learning for visually impaired students including addressing the role of the university, students, and educators. This study contributes to the growing body of research on accessibility in higher education and offers insights for educators and disability support providers seeking to create inclusive and equitable learning environments.
Department
International & Comparative Education Department
Degree Name
MA in International & Comparative Education
Graduation Date
Summer 6-21-2023
Submission Date
5-22-2023
First Advisor
Teklu Abate Bekele
Committee Member 1
Daria Mizza
Committee Member 2
Maha Bali
Extent
93 p.
Document Type
Master's Thesis
Institutional Review Board (IRB) Approval
Approval has been obtained for this item
Recommended Citation
APA Citation
Al-Sulaimani, R. Y.
(2023).Accessibility of Blended Learning for Special Needs Students in Higher Education [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain.
https://fount.aucegypt.edu/etds/2125
MLA Citation
Al-Sulaimani, Reem Yaseen. Accessibility of Blended Learning for Special Needs Students in Higher Education. 2023. American University in Cairo, Master's Thesis. AUC Knowledge Fountain.
https://fount.aucegypt.edu/etds/2125