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

Degree Name

MA in International & Comparative Education

Graduation Date

Summer 6-21-2023

Submission Date


First Advisor

Teklu Abate Bekele

Committee Member 1

Daria Mizza

Committee Member 2

Maha Bali


93 p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item