Understanding the Practice, Perception, and Challenge of Blind or Low Vision Students Learning through Accessible Technologies in Non-Inclusive 'Blind Colleges'

TL;DR

This study explores how accessible technologies are used by BLV students in Chinese 'Blind Colleges', highlighting benefits, barriers, and the need for systemic change to promote inclusivity in education.

Contribution

It provides empirical insights into the practices, perceptions, and challenges faced by BLV students using accessible technologies in non-inclusive 'Blind Colleges' in China.

Findings

Tactile and digital tech improve educational access for BLV students.

Significant barriers hinder the integration of accessible technologies.

Early education and systemic reforms are crucial for inclusivity.

Abstract

In developing and underdeveloped regions, many 'Blind Colleges' exclusively enroll individuals with Blindness or Vision Impairment (BLV) for higher education. While advancements in accessible technologies have facilitated BLV student integration into 'Integrated Colleges,' their implementation in 'Blind Colleges' remains uneven due to complex economic, social, and policy challenges. This study investigates the practices, perceptions, and challenges of BLV students using accessible technologies in a Chinese 'Blind College' through a two-part empirical approach. Our findings demonstrate that tactile and digital technologies enhance access to education but face significant integration barriers. We emphasize the critical role of early education in addressing capability gaps, BLV students' aspirations for more inclusive educational environments, and the systemic obstacles within existing frameworks. We advocate for leveraging accessible technologies to transition 'Blind Colleges' into 'Integrated Colleges,' offering actionable insights for policymakers, designers, and educators. Finally, we outline future research directions on accessible technology innovation and its implications for BLV education in resource-constrained settings.