Computer technology, education and disability: experiences of postsecondary students who are blind or visually impaired

We live in a visually oriented society, in which the computer is becoming as commonplace a piece of technology as the telephone and the television. In higher education, the use of computer technology, including the Internet, has become an integral part of every student's educational experience, transforming the ways in which postsecondary programs educate and communicate with their students. But, what about students who are visually impaired or blind? In a society where people with disabilities are often misunderstood and discriminated against, access to and the use of computer technology can pose an extraordinary challenge. The purpose of this qualitative study is to better understand and gain greater insight into the experiences, needs, perceptions, and concerns of three postsecondary students at Eastfield University who are visually impaired or blind and their use of computer technologies at postsecondary institutions. Although legislation has helped pave the way for students who are blind or visually impaired to obtain a postsecondary education, no formal policies regarding issues of computer accessibility and accommodation were in place at Eastfield for students with disabilities. Through the narratives of the students, faculty, and administrators, it became apparent that there was a need to reevaluate all aspects of support structures at the University, including attitudes and communication, and to clearly determine who was responsible for ensuring that computer needs for students who are blind or visually impaired were met.