Students with visual disabilities want to pursue higher education, but they experience challenges when using technology for higher education in Bangladesh.
According to BBS reports, about 4 million people in Bangladesh are contending with visual disabilities. According to NSPD of 2021, the prevalance of visual disability in Bangladesh is noted to be 0.46% of the overall population. Within this group, 0.58% is considered blind based on their best corrected visual acuity. The National Survey on Persons with Disabilities (NSPD) survey shows that there are 2.18% students with visual disabilites at the higher education level in Bangladesh.
To know about the condition of higher education of visually impaired students regarding the use of technology, Visually Impaired People's Society (VIPS), a rights-based organization working for establishing the rights of visually impaired people, carried out a three month long (from Oct 2023 to Jan 2024) barefoot research titled 'Addressing the Challenges and Barriers faced by Students with Visual Disabilities in Harnessing Technologies for Higher Education'.
The research provides a foundation for actionable steps to enhance inclusivity and support for students with visual disabilities.
According to the study, 18% of students with visual disabilities at the higher education level in Bangladesh face a range of challenges in their academic pursuits, especially in accessing and engaging with digital resources. One of the notable barriers identified is the impact of digital technology. As education increasingly incorporates digital tools and platforms, students with visual disabilities face difficulties in accessing and engaging with these resources.
The impact of visual disabilities on the educational pursuits of the students is a crucial issue that demands attention and interventions to ensure equitable educational opportunities for students regardless of their condition.
The key findings of the study are mentioned below. 52.11% students with visual disabilities encounter obstacles in acquiring technology for higher education due to restricted household income. To alleviate these financial challenges, participants highlight the need for cost-effective alternatives and community-based initiatives, suggesting incentives, subsidies, or special pricing for assistive technology as potential solutions.
Substantial 97.18% students expressed deficiency in university-specific training programmes for individuals with visual disabilities. Despite 89.74% undergoing technical training primarily from non-governmental organizations, only 60% find it beneficial for advanced studies. The absence of self-determintation improvement programmes exacerbates challenges with a notable lack of training for both students and teachers in the proficient use of assistive technology, hindering device connectivity and access to digital information.
83% students struggle to access digital reading materials, citing issues like poor image quality, limited educator awareness, and reliance on visual content as key challenges.
64.79% of individuals using resource centers express dissatisfaction due to insufficient resources and inappropriate materials. The lack of specialized teachers and resource centers worsens the challenges. Notably, there is a shortage of both resource centers and teachers with expertise in instructing students with visual disabilities.
70.99% encounter challenges with technology-related coursework. In the classroom, 60.56% find technology moderately accessible, while 32.39% deem it completely inaccessible. For students with visual disabilities, limited accessible course resources pose significant hurdles, with issues like poor material quality, educator awareness gaps, and reliance on image-based content.
The major challenges identified are the absence of accessible reading materials, impacting 92.96% of respondent students. Additionally, 91.55% express concerns about inadequate instructor proficiency, while 88.73% highlight technological barriers as significant obstacles in the context under consideration.
About 35.21% of participants see technology as a hindrance to higher education, while 53.52% face obstacles related to language issues. This underscores the importance of tailored solutions.
Most participants (96.56%) struggle to independently complete university admission applications, with 62.31% finding online processes inaccessible. Students with visual disabilities encounter challenges in existing examination systems, emphasizing the need for a digital alternative.
Participants' technology usage includes 57.53% using smartphones, 53.42% using both computers and smartphones, and 39.73% utilizing audio recorders. The predominant assistive technology is the Screen Reader, used by 76.34%. There is a notable lack of training for both students and teachers in utilizing assistive technology.
Participants underscore financial challenges for students with visual disabilities, emphasizing the need for cost-effective alternatives. They advocate for community-based initiatives, suggesting incentives, subsidies, or special prices for assistive technology.
Common devices like computers or smartphones fall short of meeting the specific needs of students with visual disabilities, emphasizing additional costs.
University administrators and teachers lack awareness of students' academic challenges. Recognizing and understanding issues, such as unattainable educational materials and insufficient knowledge of assistive technologies, is crucial.
Students with visual disabilities benefit from technology, transitioning from Braille to digital tools. Challenges include the absence of a native text-to-speech system and financial constraints. Collaboration among the Department of Social Services, universities, and the Ministry of ICT enhances education through student- and technology-friendly approaches, ensuring digital accessibility. Involvement of visual disability NGOs in training and resources is emphasized.
This study reveals the prevalent challenges that students with visual disabilities experience when using technology for higher education in Bangladesh. Financial constraints, insufficient training, and limited access to digital resources are identified as significant barriers.
The study put forward a number of recommendations which include developing inclusive course materials, providing extensive teachers' training, and establishing university resource centres. Collaboration among institutions, government bodies, and technology firms is required to bridge the digital divide.
It called for ensuring the university's website and online platforms comply with Web Content Accessibility Guidelines (WCAG), and ensuring all course materials including textbooks, handouts and digital contents are available in accessible formats (e.g. Braille, large print, audio and digital text).
The recommendations also include implementing comprehensive training programmes for teachers to equip them with skill and knowledge needed to create and deliver accessible learning resources for students with visual disabilities.
