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.
International & Comparative Education Department
MA in International & Comparative Education
Teklu Abate Bekele
Committee Member 1
Committee Member 2
Institutional Review Board (IRB) Approval
Approval has been obtained for this item
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.
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.