Tilahun Kifle

ADDIS ABABA UNIVERSITY
COLLEGE OF SOCIAL SCIENCES

SCHOOL OF SOCIAL WORKS
A PHENOMENOLOGICAL STUDY OF CHALLENGE-RELATED LIVED EXPERIENCES OF
FEMALE STUDENTS WITH VISUAL IMPAIRMENT IN HIGHER EDUCATION
THE CASE OF ADDIS ABABA UNIVERSITY
By: Tilahun Kifle
Advisor: Dr. Asmamaw G/Egziabher
June, 2017
Addis Ababa, Ethiopia

THE CASE OF ADDIS BABA UNIVERSITY
By
Tilahun Kifle
A THESIS SUBMITTED TO GRADUATE SCHOOL OF SOCIAL WORK OF ADDIS ABABA

UNIVERSITY IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTERS IN SOCIAL WORK (MSW)
June, 2017
DECLARATION
I declare that this thesis is my own work. All citations, references and borrowed ideas have
been duly acknowledged. It is being submitted in fulfillment of the requirements for the
degree of Master of Social Work, in the Graduate Program at Addis Ababa University, Addis
Ababa, Ethiopia. None of the present work has been submitted previously for any degree or
examination in any other University.
Tilahun Kifle _____________________

Signature
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATES STUDIES
COLLEGE OF SOCIAL SCIENCES
SCHOOL SOCIAL WORK

THE CASE OF ADDIS ABABA UNIVERSITY
By Tilahun Kifle
Approved by Board of Examiners
Chairman, Department of Graduate Committee Signature
Advisor Signature
External Examiner Signature
Internal Examiner Signature

TABLE OF CONTENTS
ACKNOWLEDGMENT ..................................................................................................................i
ACRONYMS ................................................................................................................................. ii
ABSTRACT ................................................................................................................................... iii
Chapter One...................................................................................................................................... 1
1. Introduction ............................................................................................................................... 1
1.1 Background of the Study .................................................................................................... 1
1.2 Statement of the Problem ................................................................................................... 3
1.3 General Objectives of the Study ........................................................................................ 5
1.4 Specific objectives of the Study .......................................................................................... 5
1.5 Research Questions ............................................................................................................. 6
1.6 Significance of the Study .................................................................................................... 7
1.7 Justification ........................................................................................................................ 7
1.8 Limitations .......................................................................................................................... 7
Chapter Two ..................................................................................................................................... 9
2. Review of the Related Literature ............................................................................................... 9
2.1 Understanding the Concept of Disability .......................................................................... 10
2.2 Prevalence of Disability .................................................................................................... 11
2.3 Definition of Blindness and Visual Impairment ............................................................... 12
2.4 Classification of Visual Impairment ................................................................................. 13
2.5 The Causes of Visual Impairment ..................................................................................... 13
2.6 Higher Education and Peop1e with Visual Impairment .................................................... 14
2.7 Accessibility and Higher Education Institutions in Ethiopia ............................................ 15
2.8 Dimensions of Adjustment to the Higher Education System............................................ 16
2.8.1. Academic Adjustment ............................................................................................. 16
2.8.2. Social Adjustment .................................................................................................. 17
2.9 Risk Factors and Coping Mechanisms ............................................................................. 20
2.10 Conceptual Frame Work .................................................................................................. 21
Chapter Three ................................................................................................................................. 23
3. Research Design and Methodology ......................................................................................... 23
3.1 Participant Selection and Size ........................................................................................... 23
3.2 Eligibility Criteria ............................................................................................................. 24
3.3 Data Collection Methods .................................................................................................. 24
3.4 Instrument Development ................................................................................................... 25
3.5 Data Collection Procedure ................................................................................................ 25
3.6 Ethical Consideration ........................................................................................................ 26
3.7 Data Analysis .................................................................................................................... 27
3.8 Trust worthiness ................................................................................................................ 27
Chapter Four ................................................................................................................................... 28
4. Major Findings ......................................................................................................................... 28
4.1 Background of the Research Participants ......................................................................... 29
4.1.1. Participants’ Individual Profile ............................................................................... 30
4.2 Description of participants’ response................................................................................ 34
4.2.1. The Risk Factors ..................................................................................................... 34
4.3 Types of Challenges ......................................................................................................... 40
4.3.1. Academic Challenges.............................................................................................. 41
4.3.2. Social Challenges .................................................................................................... 47
4.4 Accountability ................................................................................................................... 51
4.5 Available Resources, Support System and Services ......................................................... 52
4.5.1. The Special Needs Support Office of AAU ............................................................ 53
4.5.2. Gender Office of AAU............................................................................................ 53
4.5.3. The Library of AAU ............................................................................................... 54
4.5.4. Humanitarian Organizations ................................................................................... 55
4.5.5. Adaptive Technologies ........................................................................................... 56
Chapter Five ................................................................................................................................... 58
5. Discussion and Major Findings ............................................................................................... 58
5.1 About the Risk Factors...................................................................................................... 58
5.2 Types of Challenges .......................................................................................................... 59
Chapter Six ..................................................................................................................................... 64
6. Conclusion and Implications.................................................................................................... 64
6.1 Conclusion ........................................................................................................................ 64
6.2 Implications ...................................................................................................................... 65
References ........................................................................................................................................ v
Annex I Participants Consent Form ................................................................................................. x
Annex II Interview Guides ..............................................................................................................xi
ACKNOWLEDGEMENTS
I am largely indebted to my advisor Dr. Asmamaw G/Egziabher for being open to dialoguing
with me, and so generously offering his time to read and comment on the draft of this paper.
I would like to express my deepest gratitude to all my study participants for their willingness
to take part in the study and share their lived experiences unreservedly throughout the long interview
sessions.
I also want to extend my special appreciation to Ato Sisay Mammo, Head Department of the
Ethiopian National Association of the Blind (ENAB) for facilitating the selection of participants and
providing basic information.
I would like to thankvAlem Arage, visually impaired female student at AAU, and Tesfaye
Solomon sociology (BA) graduate from ASTU for their support in conducting the interview sessions
and transcribing the interview data.
Finally, I would love to thank Meron Mulugeta for editing my writing and also Yeshimebet
Alemu, Ethiopia Tilahun, Haregewoin Abebe and Tewodros Yosef (Enawgaw) for sharing me their
constructive ideas and resources.
i
ACRONYMS AND ABBREVIATIONS
AAU Addis Ababa University

CDHE Change and Development on Higher Education
ECDD Ethiopian Center for Disability and Development
ENAB Ethiopian National Association of Blind
ENHPC Ethiopian National Housing and Population Census
FMH Federal Ministry of Health
FSwVI Female Students with Visual Impairment
GCS German Church School
GO Gender Office
HOPD Humanitarian Organization working on/for People with Disabilities
ICD International Classification of Diseases
JAWS Job Access with Speech
KUC Kotebe University College
MSwVI Male Students with Visual Impairment
NG No Grade
NGOs Non-Governmental Organizations
NPAPD National Plan of Action of Persons with Disabilities
NVDA Non-Visual Desktop Access
PDF Portable Document Format
SNSO Special Needs Support Office
SP Study Participants
SSSB Sebeta Special School of the Blind
ToT Training of Trainers
UDHR Universal Declaration of Human Rights
UN United Nations
UNCRPD United Nations Convention on the Rights of Persons with Disabilities
UNESCO United Nations Educational Scientific and Cultural Organization
WHO World Health Organization
WB World Bank
ii
Abstract
The aim of this study was to describe the lived experiences of female students
with visual impairment who failed to continue (dropped out) their education
at Addis Ababa University (AAU) because of various challenges. I conducted
in-depth individual interviews with 7 participants and data were analyzed
according to the principles of the descriptive phenomenological approach.
Participants described the challenges they experienced in relation to
academic and social aspect which includes the hardship of the transition
period, the university environment, the risk factors and their coping
mechanisms.
The study participants discussed also about their preference and level of
social interactions with in-group and out-group peers. The findings revealed
that in addition to the typical demands of university studies, the participants
also took a lot of responsibility upon themselves to manage their studies and
their physical and social environment. Though participants struggled a lot to
maintain their position in the university, yet the effort sometimes drained their
energy and left them frustrated and hopeless. Despite valuable steps towards
inclusion in Ethiopia, the study participants’ experience might be taken as
indicator that the full participation of visually impaired female students seems
to be not realized in the tertiary educational level.
iii
RUNNING HEAD: Challenges Of Female Students With Visual Impairment 1
Chapter One
1. Introduction
1.1 Background of the study
Ethiopia has developed a plan called NPAPD that stays from 2012-2021.This plan
intends to address the needs of persons with disabilities in Ethiopia for comprehensive
rehabilitation services, equal opportunities for education, skills training and work, as well as
full participation in the life of the families, communities and the nation as a whole. In short,
this plan aims at making Ethiopia an inclusive society. But the key question is what do we
mean by inclusive society and how can we achieve it? An inclusive society is a society that
over-rides differences of race, gender, class, generation, and geography, and ensures
inclusion, equality of opportunity as well as capability of all members of the society to
determine an agreed set of social institutions that govern social interaction (Charles, 1998).
For instance, in an inclusive society, visual impairment does not prevent one from pursuing
high goals of his/her life. Thus, every society need to be inclusive as it is a vital need of
modern life. Nonetheless, there might be many hurdles for achieving this goal; however, it
does not mean that we should not work towards achieving it.
When the word society is used, we automatically think of family, neighbors, playground,
school/university, and work environment. In non-inclusive societies, each component creates
certain problems for persons with disabilities. Families don’t tell others about their new
child’s impairment for long time because they feel embarrassed for having such a child.
When the child grows and wants to go out of house for meeting and playing with other
children, family does not leave him/her to go outside, most likely because of the same reason,
Challenges Of Female Students With Visual Impairment 2
embarrassment. So these children with disabilities grow in limited, and usually, in bitter
environment. Even if these children go out for playing, they are mistreated by other children
in the out-of-family environment which encourages them to stay at house.
This study selects one of the major kinds of impairments, visual impairment. It is
considered as a major type of impairment as significant number of people experience the
problem (nearly 4 million people based on 2006 study by the FMH). In most cases, families
of children with disability do not allow their children to go to schools with an assumption
that they can’t manage to go alone. If their school attendance is a must, other family
members without disabilities should take this child to school always which is almost
impossible. Hence, illiteracy rate is too high among persons with disabilities in Ethiopia.
According to the 2007 report from the Federal Ministry of Education, only 4% of persons
with disabilities are in school in our country.
This problem gets more serious when the person is female and visually impaired.
Visually impaired females are kept away from schools, social gatherings, and work
opportunities because of ill-custom which does not allow women to go out of houses alone,
especially in rural areas. They lead a dependent life since they do not know ways of living.
Females with visual impairments face number of challenges because of their disability and
womanhood. The two “minority” identities are double dose of barriers to achieve their life
goals. Challenges start from first day of the problem and last for lifetime. The reasons behind
all these challenges and problems might be low level of education, less or no awareness
towards impairment, number of ill-customs and traditions, and poor economic condition.
When we come to higher education setting, students with visual impairment in general
and females in particular face additional obstacles in higher education because of the
reluctance of the institutions to provide accessible environment and suitable teaching
materials (ENAB, 2016). Based on report from the Inclusive Education Department of
Ethiopian National Association of the Blind (ENAB, 2016), the average number of students
with visual impairment enrolled at AAU in each academic year from 2013 to 2015 is 110 out
of which 48 were females. The report also revealed that the dropout percentage of MSwVI is
relatively lower than FSwVI in the last three consecutive academic years. Besides, the
percentage remains almost similar in the three consecutive years for MSwVI (3.2%, 4.8%
and 3.2%) while it is increasing in the case of FSwVI (6.3%, 8.3% and 10.4%) of Addis
Ababa University (AAU) in 2013, 2014 and 2015 academic year respectively.
Data regarding the challenge related lived experience of FSwVI of higher education is
very scanty. It is hard to find out a specific research that pays attention at the challenges that
stops female students with visual impairment from completing higher education successfully.
Therefore, this study intends to examine the lived challenge-related experience of FSwVI
who dropped out from AAU within the last three academic years using phenomenological
research method. The challenges were described from the perspective of the students’
subjective point of view, using in-depth reference to social and academic factors.
1.2 Statement of the problem
People with visual impairment are extremely disadvantaged in the pursuit of education in
particular and all social services in general. Within the educational system they have to rely
on the assistance of classmates and friends in the learning process. Books and other reading
materials in Braille are very rare, and when available they are of bad quality or out dated and
with restricted mobility. Female with visual impairment live with two minorities identities
“impairment” and “womanhood”, a double dose of discrimination and stereotyping and
multiple barriers to achieve their life goals. Their struggles remain on the margins of social
justice movements that should represent them (Waxman and Wolfe, 1999). They experience
double discrimination, which places them at higher risk of gender-based violence, sexual
abuse, neglect, maltreatment and exploitation (UN, 2010). As the UN report (2009) observes,
women with disabilities are often poor and/or face various forms of challenges unknown to
most people. Wherever discrimination occurs, they often experience further prejudice, based
on common assumptions and widely held beliefs about their status and capacity both as
females and as person with visual impairment. According to UNESCO (2010) female
students with disabilities face architectural, transportation, attitudinal, pedagogical and policy
barriers as they attempt to take on their social and educational scene.
There are number of challenges in higher education that are significant enough to hold
visually impaired female students back from successful completion of their education (Dawit
Tessentu, 2014). Despite some helpful laws, policies and systems of practice in the country,
compared to their visually impaired male and sighted female peers, female students with
visual impairment experience more challenges in their pursuit of education and consequently
are more likely to terminate their school (ENAB, 2016). According to Dawit (2014) it is
possible to conclude that students with disabilities still face substantial amounts of barrier in
higher education institutions. Students with disabilities in Ethiopia continue to experience
constraints in participating in postsecondary education. These constraints to educational
achievement have subsequent implications on the individual development of students with

disabilities in general and female students with disabilities in particular (Dawit Tessentu,
2014).
1.3 General objective of the study
The major objective of this research is to describe the challenge-related lived experiences
of female students with visual impairment who dropped out of AAU. It focuses on academic
and social aspects of challenges that hamper the successful completion of their education.
1.4 Specific objective of the study
This study has four specific objectives;
 To identify the risk factors that hold university female students with visual
impairment back from the successful completion of their education.
 To identify types of challenges faced by female students with visual impairment.
 To examine the participants’ perception of accountability to the existed
challenges.
 To identify the available resources, support systems, and services specifically
designed for female students with visual impairment so as to meet their special
needs.
1.5 Research question
The study will try to describe the lived experiences of female students with visual
impairment in relation to academic and social challenges they faced in the pursuit of their
higher education. The central question of the study was: What is the challenge related lived
experience of female students with visual impairment who failed to overcome the challenges
and dropped out of higher education? The sub-questions are:
 What are the risk factors that hold university female students with visual
impairment back from the successful completion of their education?
 What types of challenges were hindered female students with visual impairment?
 What is the perception of female students with visual impairment about the
accountability issue for the challenges?
 What resources, support systems, and services are available so as to meet their
special needs?
1.6 Significance of the study
This study strives to uncover specifically the challenges of female students with visual
impairment. The finding of this study is expected to be useful by enriching the existing
knowledge by bringing additional perspective (insight) towards this specific situation. And,
this new insight will help governmental and non-governmental actors designing intervention
program so as to reduce the magnitude of the problem. The importance of this study is in
focusing the attention of the academic system on the needs of students with visual
impairment and can be made of this information in order to help these students in their
academic journey. The study aims to raise awareness of how female students with visual
impairment experience academic and social challenges in higher education.

1.7 Justification
This study is intended to be concentrated on specific impairment and gender; which is on
female and visual impairment. A sharp focus on single impairment, like visual impairment, is
important, since the barriers and needs of students might differ across disabilities
(Alqaryouti, 2010). Given this fact, it is perhaps more desirable to have an in-depth focus on
one impairment with its varying range of experiences and realities, rather than having the
potentially confusing task of listening to various voices from a diverse range of disabilities.
The same is true for gender issues. The needs, challenges, and motives of female and male
students are quite different. In summary, there are limited researches regarding the lived
experiences of visually impaired female students in Ethiopia. Hence I believed this research
is essential to pinpoint areas for change and, simultaneously, to highlight effective practice.
1.8 Limitations
One of the limitations of this study might be related to the research design. The study is
conducted by deploying only qualitative research design and hence it might be limited in
describing magnitudes in a quantitative ways. Another limitation in this study might lie in the
fact that qualitative reports are more likely to run a risk of misrepresentation of certain
aspects of reality because of the potentially large variances between participants’ and
researchers’ points of view, between lived and narrated lives, and between the existed reality
and presentations of reality. To deal with this limitation, the findings were provided to the
participants after analysis if it had complied or refuted to what they have said. Besides, the
document was also given to key informants so that they can evaluate the degree of personal
bias.
Chapter Two
2. Review of the Related Literature
The UNCRPD which came into force in 2008 states that person with disabilities have the
right to participate in all development programs (UNCRPD, 2008). This convention has
brought a new attention to enhance the lives of persons with disabilities in many aspects
including the access of education. Although there is increased access to higher education
globally, disadvantaged groups including female students with disabilities have been
continually neglected as their educational needs has been unnoticed (NDA, 2004). The
evidence drawn on by Stubbs and Tawake (2009) revealed that, despite some helpful laws,
policies and systems of practice in some countries, compared to male with disabilities or able
bodied female peers, women with disabilities are less educated; experience higher rates of
unemployment; are more likely to be abused; are poorer; are more isolated; experience worse
health outcomes and generally have lower social status.
With the intention of finding solutions to the challenges of higher education accessibility
and to launch a process of profound reform of higher education, UNESCO has published a
policy paper on change and development on higher education (CDHE) that states no
discrimination can be accepted in granting higher education on grounds of race, gender,
language or religion, or economic, cultural or social distinctions, or disability (UNESCO,
1995). Besides, the UDHR 1948 Article 3a states that admission to higher education should
be based on merit, capacity, efforts, perseverance and devotion, showed by those seeking
access. However, the contents of this article have not clearly been implemented in higher
institutions in many countries including Ethiopia so as to meet the needs of female students
with disabilities (UN 2010). The UN report (2010) indicates that available data, mostly
focused on educational achievements, indicate that female students with disabilities are less
well in the higher educational arena than both male with disabilities and female without
disabilities. This finding proves that higher educational needs of female students with
disabilities have yet to be taken into account by those who work to promote gender equality
and the empowerment of women, as well as those who work in the field of disability.
2.1 Understanding the concept of disability
Disability is an old age phenomenon in the history of human societies. It is often
associated with various misconceptions and attitudes in different societies. Globally, persons
with disabilities have been attached to loaded terms like ‘evil spirit’, ‘witch craft’, ’ill’ and’
unfortunate’ (Daniel, 2000). Disability has different views to define the concept. The charity
model of disability regards people with disabilities as ‘ unfortunate’, ‘tragic’ or ‘helpless’
people who deserve pity and charity (Daniel, 2000). To providing supports such as food or
clothing for people with disabilities is the focus on such model. This model considers people
with disabilities as long term recipients of support and welfare.
Daniel ( 2000 ) identify the other model which is the medical model that perceives
disability as a problem located in the individual with disability, and assumes that working to
‘fix’ or ‘cure’ individual can solve it. This model largely replaces and in effect extends the
charity model. According to Daniel (2000) it has its origin in biomedical understanding of
impairments; hence disability is visually seen as lack of competence, due to dysfunction in an
individual mind and body. Both the charity and medical model perceive disability as a
problem located in the individual with disability (Daniel, 2000) .

The true nature of disability is neither an individual’s mere functional limitations nor the
difficulties of performance which arise from such limitations. But it is operation,
discrimination, social exclusion and the restriction of participation. This view of disability as
a social construct is called the social model of disability. This perception removes the focus
from the individual with disability as being the problem and shifts the responsibility on to
society to remove the barriers which prevent full inclusion and participation of people with
disabilities. The UNCRPD (2006) defines disability as follows “Those who have long term
physical mental and intellectual or sensory impairments which in interaction with various
barriers may hinder the full and effective participation in society in an equal basis with
others.
2.2 Prevalence of disability
According to the 2011 report of WHO and WB on disability, about 15% of the world's
population experiences a disability at some time in their lives. This means that approximately
one billion persons around the world are persons with disabilities. The WHO report on
disability also estimates that 37 million people are blind and 124 million people have low
vision worldwide. Most persons with disabilities live in developing nations, and are among
the poorest persons in the world.
When we come to Ethiopia, there is high data confusion about the number and status of
persons with disabilities. The population and housing census of Ethiopia (2007) revealed that
the total number of persons with disabilities in Ethiopia is 805,535 which is only 1.1% of the
then total number of population of the country (73,891, 095). However, this figure is agreed
to be very low by actors in the field. On the other hand, based on the National Survey on
Blindness, Low Vision and Trachoma in Ethiopia, there are about 1.2 million blind people,
and 2.8 million people with low vision (Federal Ministry of Health of Ethiopia, 2006).
2.3 Definitions of blindness and visual impairment
The dictionary definition places blindness at the end of a continuous line which begins
with proper sight. Its meaning is inability to receive light. Visual impairment relates to an
injury to the eye or a neural injury in the visual system which cannot be fixed/ repaired by
glasses or regular optic aids. This impairment limits the individual’s ability to recognize or
see details in a sharp and accurate way from a defined distance. A functional / rehabilitative
point of view sees a person who use hearing and touch senses instead of sight in everyday
life, or uses assistive aids (for example: Braille, a cane) as an alternative to seeing is defined
as visually impaired / blind. The legal definition of blindness (ICD, 2006) defines as blind a
person who has one of these three limitations:
 Complete loss of vision
 Acuity of not greater than 3/60 in the better eye with correction (with glasses on).
This means a person who cannot count fingers presented at a distance of three meters
in front of her/him.
 A field not subtending an angle greater than 20 degrees (in the better eye).
Admission of a “blind / low vision certificate” is based on the functionality of the vision
that remains for occupation, learning, mobility etc. This certificate provides rights such as
certain services and a tuition exemption at higher education institutions. All the participants
in this study are defined as legally blind by the criteria presented above by government
owned hospitals.
It is important to clarify the distinction between disability and impairment. As mentioned
above, impairment is the physical fact of lack of vision. Disability is the social process in
which the impairment cause negative implications to the individual due to barriers to access
(Davis, 2006). For example: blind students have impairments that limit vision, but are not
disabled unless their learning materials are not accessible. This research refers to the
participants as students with visual impairment.
2.4 Classification of visual function
According to the international classification of disease by International Classification of
Disability (WHO) there are 4 levels of visual function.
 Normal vision
 Moderate visual impairment
 Severe visual impairment
 Blindness
Moderate visual impairment combined with severe visual impairment is grouped under
the term “low vision”: low vision taken together with blindness represents all visual
impairment (WHO 2006).
2.5 The causes of visual impairment
Globally the three major causes of visual impairment are:
 Uncorrected refractive errors (myopia, hyperopia or astigmatism), 43 %
 Un operated cataract, 33%
 Glaucoma, 2% (WHO 2006)

2.6 Higher education and people with visual impairment
Figures concerning comparative numbers of people in employment and education show
that people with disabilities are among the most disadvantaged groups around the world
(Giddens, 2006). Higher education plays an important role in preparing one for adult life,
both as professional training and as a mechanism of social motivation and socialization
(Avrahami, 1997). Today it is known that high school graduation is not enough to prepare
adults with disabilities for economic and social independence. People with disabilities are
still behind the non-disabled population in almost every indicator of economic activity
(Fairweather & Shaver, 1990). This indicates the importance of higher education for persons
with disabilities in general and of with visual impairment in particular. However, in spite of
this fact, the number of female university students with visual impairment is still low and
they have to face many difficulties during their study.
Visually impaired students in higher education commonly have to overcome numerous
obstacles along the way (Fairweather & Shaver, 1990). According to Fuller, these challenges
include, amongst others, difficulty to access course material, inaccessible teaching methods
and negative attitudes from peers. It therefore comes as no surprise that disabled students,
including those students with a visual impairment, are at a higher risk of leaving the tertiary
institution prematurely compared to their non-disabled peers (Fairweather & Shaver, 1990).
Even though engaging in tertiary education can thus improve the lives of disabled students in
very significant ways, barriers may prevent them from reaching their goals and developing
their full potential.

When we see the case of Addis Ababa University, students with visual impairment in
general and females in particular face additional obstacles because of the inaccessible
environment and unsuitable teaching materials (ENAB, 2016). Based on report from the
Inclusive Education Department of Ethiopian National Association of the Blind (ENAB,
2016), the average number of students with visual impairment enrolled at Addis Ababa
University in each academic year from 2013 to 2015 is 110 out of which only 48 of them
were females. According to the study by the inclusive department of ENAB, most of these
female students have academic and social difficulties and have to develop their own ways,
methods and skills to adjust to university. Many of them discover that they do not have the
learning skills necessary to meet academic demands. Some of them choose the so-called
book science; or have to repeat some courses several times or forced to lengthen the period of
learning in the university for additional years (ENAB, 2016).
2.7 Accessibility and higher education institutions in Ethiopia
A study by UNESCO (1997) on students with disabilities at universities in Africa with
the main objectives of gathering information on the situation of students with disabilities in
African universities describes that the majority of participating universities have little or no
facility for students with disabilities. For example AAU which was one of the participant
universities from Ethiopia had minimal provision for students with disabilities at that time
(UNESCO 1997, Dawit 2014). A recent study by Yared (2008) and ILO (2011) describes
some of the major barriers faced by students with disabilities include: physical
inaccessibility, shortage of equipment, lack of elevator, lack of personal assistant, lack of
sign language interpreter, lack of educational equipment such as Braille paper. The study also
revealed that the faculty member and other academic staffs are unaware of disability need
and support. According to the findings of UNESCO (1997 and 1999), AAU did not have any
distinct policy with regard to students with disabilities though students with disabilities had
very minimal provisions. The higher education proclamation No.650/2009 article 40 of the
Federal Democratic Republic of Ethiopia, declares that Institutions shall make, to the extent
possible, their facilities and programs adaptable to use with relative ease by physically
challenged students.
2.8 Dimensions of adjustment to the higher education system
While attending higher education, students have to face many new and complicated tasks,
not just academic and social but also personal. These might be perceived as threatening for a
new student, and these tasks demand adjustment to new and varied experiences (Mechanic,
1962). Levi (2002) divided the process of adjustment to higher education system into five
different dimensions: physical adjustment, constitutional adjustment, academic adjustment,
social adjustment, and natural adjustment.
2.8.1. Academic adjustment
Being a student is a very demanding task which requires adjustment to brand new
experiences. Academic adjustment is a process that is influenced by many factors including
personal, familial and social as well as cognitive, intelligence and academic competence
(Pascarella & Chapman, 1983). Besides the challenges that every student faces, female
students with visual impairment have many more, such as learning orientation to the new
place and creating a support network. This model demonstrates that varied and multiple
variables affect academic adjustment and success. A variable like visual impairment might be
included in each of the factors because of its broad effect on the individual. Visual
impairment is a background variable but it definitely affects the individual’s data and can
also act as an environmental variable when interpreted as disability in its social context. A
few studies have investigated aspects of the functioning of university students with visual
impairment and the following main difficulties were found:
i. Accessible learning materials - Visually impaired graduates reported that their main
problem was finding accessible learning materials (for example: Braille booklets),
finding learning materials and using the library (Berman & Naon, 2004).
ii. Reading and understanding learning materials - Even if the student acquired good
learning habits during high school, academic demands in university are different (the
amount of learning materials, learning and teaching methods etc.). While in high
school learning is based mostly on alternative learning instruments (like touching /
sensing), studying in university is mostly based on information received by the
auditory channel, and therefore requires different preparations technically and
cognitively (Faraj, 2005).
iii. Lengthening of the time dedicated to learning due to impairment - For students with
visual impairment it takes longer time than for a sighted student to learn the same
amount of course material. The more severe the impairment, the longer time it takes
(Meister, 1998).
2.8.2. Social adjustment
In addition to academic adjustment, another critical factor which is related to persistence
and success in university is social adjustment ability (Gerdes & Malinckrodt, 1994).
Integration into the social environment was found to be an essential factor which influences
one's commitment to the academic system. Lack of social integration might be one of the
factors that relates to dropping out of university and not finishing the degree (Hodges &
Keller, 1997). McBroom (1997) reported that senior students and graduates with visual
impairment indicated eleven factors related to their academic success. Five of the factors
concerned social interaction: contact with peers and professors, assertiveness, advocacy and
independence, extracurricular activities and social networks, transportation and orientation
and mobility skills.
Students with visual impairment have many difficulties in the social – emotional field.
Many skills which are necessary for social interaction are based on visual cues. Loss of sight
influences the ability to recognize people or social situations (French, 1999). The lack of
visual input makes it hard to recognize actions and emotions of the other and sometime
mediation or interpretation is required (Rosenblum, 1997). The visual lack may cause a
deficit in development of social skills and social rejection (George & Duquette, 2006). The
following factors about social adjustment and functioning of students with visual impairment
were found:
i. Social rejection and social isolation - Persons with visual impairment often receive
hostile and inappropriate behavior from their surroundings. In addition, they have
fewer social experiences compared to their sighted peers (Beaty, 1994). French
(1999) describes feelings of isolation, difference and shame which occur in
everyday life conflicts, but also lack of acceptance by sighted people. Students with
visual impairment lack confidence, expressed through patterns of passivity,
dependence or an unwillingness to take responsibility (Gurb, 2000). Even when
high school students with visual impairment are included in a regular class this does
not necessarily help them to interact with their sighted peers. Many of them still
suffer from social isolation, fewer friends and inadequate social abilities (George &
Duquette, 2006; Huurree & Komulaine, 1999).
ii. Less time for leisure activities - Depending on the type and severity of the
impairment, these students required two to five times as much time to learn the
syllabus and to prepare and revise lectures than did their non-disabled peers.
Because of this extra effort, they also reported having less time for leisure activities
(Meister, 1998). Students with visual impairment in their first year of studying
reported less social integration and participation in social activities than students in
later years (Faraj, 2005).
iii. Lack of social skills - Many youths with visual impairment experience over-
protective care from their parents, families and service providers. Therefore they do
not develop the social skills that are required for integrating into campus life
(McBroom, Tedder & Kang, 1991). Students with visual impairment are sometimes
insecure and ashamed and have a hard time starting a conversation with others. This
might lead to an uncomfortable situation when it comes to asking for help and might
affect their performance of academic tasks (Vancil, 1997).
Lack of acceptance and personal difficulties - Visually impaired university graduates
reported a feeling of being misunderstood and of non-acceptance of their disability by
lecturers and university authorities (Berman & Naon, 2004).

2.9 Risk factors and coping mechanisms
According to McBroom (1997), risk occurs when an individual experiences a threat to
satisfying basic human needs (physical safety, sense of self-worth, efficacy, and belonging to
a positive social network). McBroom (2001) identified characteristics, traits, and experiences
that may be risk factors that have the potential to impact an individual’s development.
i. Individual risk factors - This includes gender, race, history of medical problems, poor
academic skills, low school attendance, low IQ, low levels of self-determination, poor
social problem-solving skills, emotional problems, and stressful life events.
ii. Family risk factors - This includes low socioeconomic status; inconsistent, harsh, and
disorganized parenting style; family composition, family history of mental illness, and
history of child maltreatment.
iii. School risk factors - This includes poor quality of instruction, few opportunities for
involvement in school activities, low levels of bonding to school, dangerous or unsafe
school environment, and poor peer relationships.
iv. Community risk factors - This includes few opportunities to participate in social
activities; few viable employment opportunities and options; few opportunities to
develop and sustain meaningful relationships with positive adult models; and high
levels of crime, violence, and poverty.
Risks can be characterized at the individual level, the micro level (family and School) or
the macro level (community and culture). At the individual level, risk is a transaction that
occurs between the individual and the environment such as the acquisition of illness or
disability. At the microsystem level, risk can be described as the conditions of family, school,
and peer networks such as the disruption that occurs from a family member having an
accident or illness. At the macro level, risk can be described as cultural, community, and
national conditions such as the degree to which discrimination against subgroups (such as
people with disabilities) is practiced.
2.10 Conceptual frame work
Disability is something imposed on top of the physical impairments by the way society
isolates and excludes those with disabilities from full participation in society (Hodges and
Keller, 1997). In 1983, the disabled academic Mike Oliver coined the phrase "social model of
disability" in reference to the ideological developments. He focused on the idea of an
individual model versus a social model, derived from the distinction originally made between
impairment and disability (Faraj, 2005). The social model theory argues that it is the society
which disables persons with disabilities. Hodges and Keller, 1997 pointed out that the social
model perspective turns the attention away from identifying people with disabilities to
identifying and addressing the barriers in society that restrict their full participation in
everyday life. Thus, from this perspective, disabling can be understood by focusing on the
relationship between persons with impairment and the society or environment of which they
are part. Therefore, the response to disability is the restructuring of society for it to be able to
deal appropriately with people with disability.
In this paper an extended use will be made of the social model theory in its analysis of
how the environment disables female students with visual impairment by the way they are
unnecessarily isolated and excluded from access and full participation in higher education.
The model draws attention to identifying and addressing the challenges of female students
with visual impairment in higher education institutions that restricts them from successful
completion of their education. This implies that certain mechanisms need to be put in place to
create an environment where female students with visual impairment can participate equally
in the process of teaching and learning.
Social model of disability implies that the removal of attitudinal, physical and
institutional barriers will improve the lives of disabled people, giving them the same
opportunities as others on an equitable basis. Taken to its logical conclusion, social model
serves as conceptual framework for this research to pay particular attention to participants’
societal relationship, social capital, and the extent of their participation (social bond).
Besides, this conceptual frame work plays a key role in exploring the lived experience of
visually impaired female students who had dropped out of AAU because of undisclosed
challenges so far.
This model has been criticized because it ignores or dismisses disease or injury as part of
the picture, although such factors and their consequences may have a major role in the life of
a person with a disability and may require intervention by health care providers at times.
People with disabilities are encouraged to see any problems they encounter as emerging from
barriers and negative attitudes of others in their social environment.

Chapter Three
3. Research Design And Methodology
This study employed qualitative research method as it tried to look at complex
phenomena in-depth and textual data is needed to answer the research question. This method
would be more helpful to produce comprehensive data on the difficulty of female students
with visual impairment in the pursuit of higher education. The phenomenological approach is
appropriate way to uncover participants' meanings of the challenges in their pursuit of higher
education and brings out a deeper understanding of the situation (Creswell, 2014).
3.1 Participant selection and size
Participants were approached and recruited in the study through their association, ENAB.
ENAB provides support services for its visually impaired members and hence have a pool of
students with visual impairment who have registered in order to get academic support and
accommodations. To select participants in this study, the researcher applied purposive
sampling technique. The rationale behind selecting purposive sampling is that it is the best
way for obtaining the richest possible source of information to answer the research questions.
Besides, this technique will be applied in order to meeting directly those female students with
visual impairment and dropped out of the higher education due to multiple challenges. The
idea behind qualitative research is to purposefully select participants or sites that will best
help the researcher understand the problem and the research question (Creswell, 2014).
Purposive sampling is one of sampling techniques in qualitative research that is deliberately
made to select respondents based on their natural ability to give the required information
(Creswell, 2014).
Creswell (1998, p.64) recommends the sample size in a phenomenological study to be
about five to twenty five while Morse (1994, p.225) suggests it to be at least six participants.
A researcher can stop collecting data when the categories (or themes) are saturated and when
gathering fresh data no longer sparks new insights or reveals new properties (Davis, 2006).
Therefore, seven visually impaired females, defined as legally blind and who dropped out of
Addis Ababa University in those mentioned three academic years, were selected to
participate in the study. Five of the students were total blind (four of them from birth) and the
other two were partial blind. All of the participants were studying for their B.A.
3.2 Eligibility criteria
The three major criteria that make participants eligible to take part in this research are:-
 Being visually impaired,
 Being female and
 Being students of A.A.U and dropped out of school because of the challenges.
3.3 Data collection methods
Interviews are identified as the best tools used to generate data that are systematically
analyzed to search for themes and patterns that illustrate similarities or differences and
uncover the meaning of the particular experience in a phenomenological research (Creswell,
2014). Therefore; I employed face to face in-depth interviews with each study participant.
The interview data were captured by audio tape recorder.

3.4 Instrument development
Since this descriptive phenomenological study was to figure out the lived experience of
female students with visual impairment, an interview guide (Anex 2) that was amenable to
change through the process was developed and I went to the field to learn from the
experiences of the participants. The interview guide was developed by considering the
research questions, previous literatures and anticipation of possible response participants may
give. The development of interview guide depends on the research questions, the actual
research situation and on what will work most effectively in that situation to give the
researcher the data needed (Giorgi, 2009).
3.5 Data collection procedure
I had a preliminary meeting with each research participants prior to the interview a week
before the actual interview. This preliminary meeting was an opportunity to establish trust
with the participants, review ethical considerations and complete consent forms. During this
initial meeting with the participants I discussed about the overall research questions that my
study intends to answer and its purpose. I interviewed one participant per day and each
interview took maximum of two hours duration depending on the participants’ concentration
and interest. Interviews can take one to two hours with each participant; alternatively, written
descriptions can be gathered from participants, and these tend to be more concise (Giorgi,
2009). Each in-depth interview was started with general discussions of daily happenings so
as to create rapport with the participants. I encouraged them to talk about their personal
biographies and experiences to help them get some control over what was discussed. All
interviews were tape recorded. The interviews took place in the compound of the ENAB.
This place was selected based on the participants’ first choice. I observed that since all
participants’ are members of this association, they consider the place like their home and
they feel safe to make themselves available. The interview was conducted in Amharic for the
sake of fluent communication. Though participants were allowed to discuss their university
life in general, particular attention were given to issues relating to choosing university and
faculty; learning experiences; contact with tutors and lecturers; use of assistive technologies;
contact with readers; orientation and mobility issues; accommodations; friendships and social
interactions; perceptions of failure and success. The interview structure was flexible and
dynamic that let the participants share their story in the way they wanted to do it. I tried not
to interfere or give clear directions in order to allow participants to bring their personal
narrative of being a female student with visual impairment. After the participants finished
telling their story I went through the interview guide checking that all the topics that are
mentioned there were discussed. The interview guide can be found in Annex 2.What I have
kept in my mind during the interview was the argument of French (1999) that when
interviewing a person with visual impairment or blindness, the interviewer must pay attention
to the fact that people with visual impairment do not have access to non-verbal
communication and thus rely mostly on the verbal communication.
3.6 Ethical consideration
Ethical considerations were applied to this study so as to address ethical issues.
Participation in this study was completely on voluntary bases and all participants were
provided the necessary information and asked their consent before they get involved in the
study (See Annex -1). Before conducting the interview, I informed all participants what the
purpose of the study is, what is needed from them, the duration of their engagement, rights of
participant, possible benefits of participants, and confidentiality of records. No participant
was involved in this study against her will. Participants were also assured that their response
will remain strictly confidential and personal details will be kept anonymous. The consent
form was read aloud to each participant and finally, the participants showed their agreement
by signing the consent form.
3.7 Data analysis
The first thing I did in the data analysis process was familiarizing myself with the
collected data. This involves reading and re-reading the collected data. Make notes of
thoughts that spring to my mind and write summaries of each transcript as the aim of
conducting data analysis is to condense all of the data to key themes and topics that can shed
light on the research question. I transcribed the recorded responses into written notes in
Amharic and then translated into English for presentation purpose. After transcribing the
voice recorded data into Amharic and then translated into English, those data with similar
content were grouped under one theme because a thematic data analysis was applied in this
study. Then the thematically organized data were discussed with the existing literature. In
presenting the finding, I have tried to disclose the phenomenon as it was expressed by the
participants.
3.8 Trust worthiness
Though according to Giorgi (2009) phenomenological research design by itself
contributes toward truth since it presents the phenomenon as it is, I have communicated back
the seven participants to validate that the study finding reflected their perspectives regarding
the phenomenon so as to ensure the truthfulness of the study finding.

Chapter Four
4. Findings
This chapter presents the major findings that have emerged from the participants
experiences. It is organized under two main sections. The first section presented the
background information of the participants. The second section attempted to address the
research questions of this thesis and again it is subdivided into four sub-parts based on the
specific objectives of the study. The first sub-part of the second section displayed the
descriptions of the risk factors for the ineffectiveness of female students with visual
impairment in higher education. The next part is the description of the magnitude and types
of academic and social challenges experienced by female students with visual impairment.
The third sub-part has examined the participants’ perception as to who could be accountable
for the significant dropout rate of female students with visual impairment. The final sub-part
is concerned to obtain the level of awareness of the study participants about the available
resources, support systems, and services that might have helped them complete their
education successfully.
Since I have applied a heuristic phenomenology, the findings of the study are presented
in a descriptive way. This descriptive way of presenting data was characterized by use of
long, extended and direct quotes that will provide a clear picture without reduction of what
the participants have said regarding their lived experience of the phenomenon.
4.1 Background of the research participants
Seven visually impaired female students who dropped out from AAU were selected and
interviewed for this study. The participants’ age ranged from 23 to 35 years. Six participants
are engaged in very small scale trade to support their lives while only one of them is not
involved in any form of income generating activities. Two of them were diagnosed with their
visual impairment at birth while the other five participants were diagnosed at their early age.
On the other hand, three of them are partially blind while the other four participants are
totally blind. All of them were students of Addis Ababa University (AAU) enrolled in
different social science fields at bachelor degree level. Though participants came from
different parts of the country to continue their higher education at AAU, they prefer to
remain in Addis Ababa after they dropped out of the university. Most of them reside in the
same location called “Shiromeda” where the place is also preferred by many other of people
with visual impairment to live. The participants varied in their age, level of impairment, field
of education, social and academic skills.
Field of study Impairment

Code Name Sex Age Birth place Type of VI onset Age
Law
Participant one F 30 Debark Partial blind 5 Years
Social Work
Participant two F 23 Dessie Partial blind Birth
Sociology
Participant three F 26 Assela Total blind 3 years
Law
Participant four F 27 D/Markos Total blind Birth
History
Participant five F 27 Wolayita Partial Blind 13 years
Political Science
Participant six F 35 Debrebirhan Total Blind 1 Years
Sociology
Participant seven F 24 Teji (Oromia) Total blind 6 years
Table 1 - Background information of participants
4.1.1. Participants’ individual profile
i. Participant One
This participant is 30 years old and she was born in North Gondar zone of Amhara
regional state in a special place called Debark. She has been diagnosed with low vision
starting from age 5. She is the first child out of three children for her family and her parents
and siblings live in her birth place. Her families are poor and she didn’t get any support from
them since she came to Addis Ababa when she was a kid. Her aunt brought her to Addis
Ababa and let her join Sebeta Special School for the Blind (SSSB) found in Sebeta town
25km far from Addis Ababa. She entered into higher education from SSSB. However, she
was forced to drop out of Addis Ababa University in 2015 while she was 2nd year Law
student. Currently she is employed in one humanitarian organization as a sanitary worker to
support her life. She is living in a rental with her girlfriend that is visually impaired too. She
has no intention to continue her education because she believes that the challenges she
already have experienced are still existed in higher education. Since she is partial sighted, she
needs no mobility assistance.
ii. Participant Two
Participant two who was born in Dessie is 26 years old. She has been diagnosed with
partial blindness since from her birth. She is the only girl out of the five children in her poor
family. Her mother has passed away when she was kid and her father married another woman
and still lives in her birth place with her four brothers. She entered into higher education
from SSSB. However, she was forced to drop out of AAU in 2015 while she was a first year
Social Work student. Currently she is living in Addis Ababa in the area of Shiromeda with
her elder brother who is the first child for the family and traditional weaver in his profession
and she sells lottery ticket to support her life. She doesn’t want to return back to her home
town Dessie because she thinks that Addis Ababa is by far better than Dessie for educational
opportunities. She wants to continue her education in the extension program in the near
future if she gets the opportunity to be supported by humanitarian organizations.
iii. Participant Three
Participant three is 26 years old and born in Assela. She has been diagnosed with total
blindness since she is 3 because of a smallpox disease. She attended her elementary school at
Shashemene Special School for the Blind up to 6th grade. After completing her elementary
school she came to Addis Ababa and joined German Church inclusive school and attended
there 7th and 8th grade. She entered into higher education from mainstream school called
Aste Minilik secondary and preparatory school. However, she was forced to drop out of
Addis Ababa University in 2014/15 academic year while she was 2nd year Sociology
student. Currently, she lives alone in a rental house around “Shiromeda” and this year, she
started studying Civics at BA level in Kotebe Metropolitn University (KMU) in the extension
program. She gets the financial income to cover her living expense and tuition fee from a
humanitarian organization called “Together” that works on persons with disabilities in Addis
Ababa.
iv. Participant Four
Participant four is 27 years old and born in Debre Markos, East Gojam zone of Amhara
regional state. She has been diagnosed with total blindness since her birth. She is the seventh
child out of eleven children for her family with whom she has lost communication for so
long. She remembers her families were farmers. She never heard of her family since she
joined Special School for the Blind found in Shashemene at the age of 10. She was forced to
drop out of AAU in 2014 while she was 2nd year Amharic student because of her unplanned
pregnancy. Currently she is a mother of a three years old son and engages in lottery ticket
selling business to support her life and her son living in a rental in Addis Ababa city in the
area of Shiromeda. She has no intention at all to return back to her home town Debre Markos
because she does not know her families address nor has any emotional attachment to both her
families and to home town. She said there is no reason to go back to her home town. Besides,
she thinks that living in Addis Ababa is by far better than living in Debre Markos for persons
with disabilities. She doesn’t have any plan to continue her education because she doesn’t
believe that she will get spare time to manage her school following her status of being a
mother.
v. Participant Five
Participant five is 27 years old and born in Woliyta. She has been diagnosed with partial
blindness at the age of 13. She doesn’t know the status of her family since she left her family
when she was a kid and even she doesn’t remember them. As a child, she was taken to Addis
Ababa and entered into “Kechene Childeren Care Center” and raised together with other
orphans and vulnerable children like herself. She spent her elementary and secondary school
in a mainstream school (Atse Minilik) and had an opportunity to join AAU in 2011/12.
However, she was forced to drop out of AAU in 2012/13 academic year while she was
2ndyearHistory student. After dropping out of AAU, she joined Kotebe Metropolitan
University (KMU) and graduate in 2015/16 academic year with diploma in Civics. Her
educational expenses were covered by Together, a humanitarian organization working on
persons with disabilities. After her graduation from KUC, she took training of trainers (ToT)
on basic computer skills for the blind which was organized by Together and equipped with
the necessary knowledge and skill of basic computer application programs especially for
persons with visual impairment. Currently she is teaching basic computer skill for persons
with visual impairment in “Entoto Amba” secondary school. She lives in a rental in Addis
Ababa city in the area of Shiromeda.
vi. Participant Six
Participant six is 35 years old and born in Debrebirhan, North Shoa. She has been
diagnosed with total blindness at the age of one because of the exposure to a strong light
radiation. She entered into higher education from mainstream schools in Debrebirhan and she
started selling lottery to support her life since she was high school student and also was living
in a rental alone while she was high school student. She was forced to drop out of AAU in
2013/14 while she was 2nd year Political Science and International Relations student. This
field of study was not her first choice; rather she was interested to study “Amharic Language
and Literature”. She believed that one of the main reasons to be unsuccessful in AAU is that
she didn’t like the field of study she was studying. Currently she engaged in the lottery
selling business to support her living. Seeing her friends with visual impairment succeeding
at KMU she is initiated to continue her higher education next year at KMU.
vii. Participant Seven
Participant seven is 24 years old and born in Oromia region special place called Teji. She has
been diagnosed with total blindness since the age of two. She has been brought to Addis
Ababa when she was a kid by her relatives and she still lives with them. Her families moved
to Sebeta after she left them. She attended her elementary and secondary school in
mainstream schools. She was forced to drop out of AAU in 2013 academic year while she
was 2ndyear Sociology student. Right after she terminated in AAU, she immediately started
to study Civics at first degree level in the extension program at KMU. She is now a 4th year
graduating student and seems so confident that her future life will be full of success.
4.2 Description of participants’ response
Interview was conducted with seven study participants as per the provided interview guide
(Annex - 2) about their lived experience in relation to academic and social challenges they
faced while pursuing their education at AAU. As stated earlier in this paper, the main
objective of the study is to describe the challenge-related lived experience of female students
with visual impairment who failed to overcome the challenges and consequently dropped out
of AAU. Here are the key findings obtained from the participants of the study which is
grouped under four main themes.
4.2.1. The risk factors of academic and social challenges
While studying at AAU, participants had number of possible risk factors for their
education. Factors such as limited social interactions, gender and impairment, poor academic
skills, low school attendance, poor social problem-solving skills, emotional problems, low
socio-economic status; few opportunities for involvement in school activities, low levels of
bonding to the university, and dependency on others were reported by the participants.
Among these factors, however, four of them were found to be repeatedly expressed and
considered as common experiences among the research participants. According to the
response obtained from the study participants the first four risk factors are gender and
impairment; poor socio-economic status; dependency on others and limited social
interactions.
4.2.1.1. Gender and impairment
Being female coupled with visual impairment is mentioned by all participants as one of
the main risk factors that lead to sexual abuse and harassment. Some of the research
participants witnessed that they experienced physical, emotional and sexual abuse in and out
of the campus. They reported in the interview that they were afraid of being insulted or
harassed by sighted peers (students) or other individuals outside the university compound.
The study finding showed students who read or examine visually impaired female students
sometimes abused their position and oblige students under this study especially those with
low economic status to opt between two difficult options for the service they provided. The
options were either to pay them high amount of service charge or to have sexual relationships
with them. The sad story and experiences of the study participants who were victim of sexual
abuse could be witness to show this phenomena and how female students with visual
impairment were vulnerable to gender-impairment related risks. Participant four explained
her experience as follows.
…. I was forced to stop my education because of unplanned pregnancy

resulted from my relationship with my reader. Indeed, I had started this
relationship without my willingness… Unfortunately I became pregnant
and five months later I stopped my education and left the campus…
Participant seven, who was a student of second year Sociology department when she
dropped of AAU, said there were challenges related to being female and visually impaired
that prevented them from accessing, participating and being successful in higher education.
She argued that the structure and functioning of AAU are in favor of males and discriminated
those female students with visual impairment. She underlined that being female and visually
impaired is a double fold risk factor especially in poor country like Ethiopia. She explained
her gender related experiences and shared it as follows
… Being female by itself is not a problem, but when we came to the gender
issue it is another story…. I mean a lot of challenges will come out of it.
When impairment is a plus on it, the situation would be even worsen….
Sometimes, I feel tired and hopeless when I think of my gender and
impairment. No one can understand my pain unless and other wise
standing on my shoes…
Regarding the issue of ‘impairment’ as a risk factor, the challenges started to confront the
students with impairment from the beginning of their life at the university. According to the
study participants, in AAU students with disabilities couldn’t select certain academic
programs to study because they were believed to be incapable of meeting course
requirements since they’re visually impaired. For example, besides all natural science
courses, some field of studies such as journalism, psychology, statistics, archeology, and
anthropology are not allowed to be studied by students with visual impairment. For example,
“Law” was not the first choice of participant four. Her first choice was to study “Psychology”
but she was told by the university staffs that Psychology was not allowed to be studied by
students with visual impairment. She explained the situation as follows.
Before I joined AAU, I was dreaming to study psychology and be good

counselor. Since I was visually impaired I can feel the pain of persons
with visual impairment and I wanted to help them. Most women and girls
with visual impairment have low esteem and self-confidence because of
their impairment. And this limitation but not actually the impairment
obstructed them from their dream. So I always wanted to study psychology
and grasp the necessary knowledge and practice of the field so as to help
them myself and my friends with visual impairment. However, this was not
possible in the case of AAU and I was obliged to study “Law” without my
interest just because I am visually impaired.
Participant four was not the only one to be refused studying what she desired to study but
also participant six was experienced the same situation.

I was studying Political Science and International Relations at AAU which

was absolutely not my choice. I even did not know the field of study before
I came to AAU. I heard about the filed for the first time in the registration
period. My preference was to study Journalism but at the end of the day I
found my name under the list of students of Political Science and
International Relations field of study for the reason I didn’t know on that
moment. I tried to change it but no one could be willing to facilitate my
case and I remained there. I didn’t even know why they gave this field of
study till second semester of my first year. When I knew my impairment
was the main reason for not getting the field of study that I wanted most, I
just felt bad.
Placement of field of study that don’t match the interest of female students with visual
impairment as stated above could be reason for poor academic performance. Consequently,
the poor performance would lead them to the termination of their education.
4.2.1.2. Poor economic status
Poor economic status was one of the factors which were presented by the study
participants. Participant six said the following while describing how her poor economic
status contributed to affect her education,
I came from a very poor family, no doubt. I was helping myself from the
beginning of my elementary school. I have been struggling financially in
my secondary and tertiary education too. Of course when I was in AAU, I
got some financial support from humanitarian organization but it still was
not enough to cover my educational expense. I had a lot of educational
expenses such as reader cost, examiner cost, frequent dry cell (battery)
purchasing cost, digital tape recorder, braille paper, and so on. These
expenses were purely educational and don’t include other womanly
expenses. Therefore, I had to think much about my expenses than my
education and it was a challenge for me.
Since all the study participants came from families of poor socio-economic status they
hardly gain economic support from their biological families. Most of them were extremely
economic dependent on humanitarian organizations for their educational expenses. The study
participants could not afford to cover the costs of converting their learning materials in
accessible formats and costs other educational expenses. As participant six explained,
because of poor economic status it was very difficult to buy digital recorder or to cover the
expense of converting (transcribing) the ink-written handout into Braille format.
4.2.1.3. Dependency on others
The third risk factor which was reported by the study participates were being dependent
on others. The experience of participant five and six are presented below. According to
participant five;
I was full of disappointment and felt bad whenever I was preparing for
exam. I just can’t read this whole amount of reading material by myself. I
could have read the materials whenever I wanted if it was in a Braille
form without being dependent on anyone. I could have just learned it
without referring to other people’s timing. Anyone who is studying for an
exam needs motivation and needs to be focused. I cannot study when I am
tired. So if the reader was available when I’m all exhausted with fatigue,
she reads it for me but I just couldn’t hear properly.
Participant six also shared her view as follows;
I cannot tell you how difficult to manage the exam process. The university
used to inform us to bring examiners by ourselves. Finding competent
examiner was the most difficult part for several reasons. First, the
examiners themselves might have exams and they would be very busy.
Secondly, there were few students in the department that can read
properly so that I can understand the scenario. When I was in secondary
school, the teachers himself/herself read my exams so I was comfortable to
take exams as long as I am ready. Sometimes, I was forced to look for
volunteer readers from my church union.
Due to high level of dependency on others in the inconvenient physical and academic
settings, the study participants experienced challenges. For example, as participant five and
six explained it was very hard to find examiners who can read well and also most of the
readers or examiners were students themselves and had to prepare for their own exams.
Therefore the study participants had to wait till their readers get leisure time. And most of the
time they were forced to re-schedule their program in accordance with the reader’s timetable.
The study findings demonstrate that the study participants felt most dependent on others
while they were students at AAU. Having incompetent and insensitive examiners was
revealed as common experience for the study participants. Most of the readers and examiners
were not that competent to be examiners and thus hardly accomplish their job properly.
Particularly participant one and seven described the situation made them feel helpless and
frustrated.
4.2.1.4. Limited social interaction
The limited social interaction is one of the risk factors reported by the study participants
which might be related to the participant’s high school history. Comparatively speaking,
those study participants who spent their secondary education in boarding school (special
school for blind students) tend to be shyer and demonstrated that they had lesser social
interaction in their university life. As Kef (2002) argues, students with visual impairment and
passed through secondary special school listed fewer friends and significantly smaller social
networks in their tertiary school life. All study participants were asked about their social
interaction and revealed that they had no or very limited social interaction and spent most of
their time alone. The experience of participant one and two that illustrate the above
observation are presented below. Participant one said:
I wish I could have sighted friends to talk about personal issues, to discuss
about the world, to go to some places together and refresh my mind. But I
did not have any. And hence, besides my dorm the only place that I used to
go freely was mobility [the compound of ENAB]. My social interaction
was so much limited and it surly had its own negative impact on my
academic performance.
Likewise participant two stated
My social interaction was very limited and I had a very lonely life while I
was a student of AAU. Most of the times I used to go to mobility [the
compound of ENAB] to meet persons with visual impairment having the
same gender, age, birthplace and life background so as to enjoy my time
together with them. I was not sociable and there was no conducive
environment to improve my social skills. I was not feeling comfortable in
the class to ask for help or information about the course. I couldn’t speak
very well in front of students when I present my assignment and because of
my inability to speak I just felt that everybody in the class including the
teacher considered as I am stupid and don’t deserve a place at AAU.
Therefore, I used to prefer to be quiet and alone.
As the findings disclose, the study participants spent most of their time alone or with
friends with visual impairment because of lack of social skill to socialize with sighted peers.
Besides, they had a perception that their sighted class mates inclined to exclude them from
their network even though they wanted to be part of their group. The study participants
argued that apart from being supportive, friends with visual impairment could also be source
of information and advice.
4.3 Types of challenges
This part of the paper presented the types of challenges in the learning process that the
study participants had faced along the way. All study participants were asked about the types
of challenges that hold them back from the successful completion of their education. The
finding indicated that the challenges they experienced can broadly be categorized as
academic and social challenges.

4.3.1. Academic challenges
One of the main challenges that were mentioned by all participants regarding academic
challenges was the examination process. It seems examinations were the most significant
meeting point of the students’ impairment, abilities, needs and the environment of AAU. The
finding revealed that the AAU staff, faculty and support services were not well aware of the
way how to accommodate exams in a proper way to female students with visual impairment.
Each participant had at least one sad experience in which something went wrong during the
exam process. Inefficient exam administration was a very critical challenge that might be a
cause for the academic dismissal of number of students with visual impairment. For example;
participant one reported that she was told as her exam paper lost and she couldn’t do
anything to correct the problem which was not her fault.
Participant six also described the frustration that she experienced related to exam
administration while she was a first year student. She tried to explain the situation as what
worried her most was not the exam itself but the process she used to pass to take the exam.
Participant four is one of the study participants that faced inefficient exam administration of
AAU. As she said, after she completed every process to secure a reader for her exam, the
reader didn’t show up on exam time for the reason she didn’t know. But the invigilator told
her this was not his problem or fault. She said “He was not in a position to understand my
situation and not willing to show any sympathetic feeling or trying to help me manage the
problem”
Participant five explained what happened to her in related to academic challenges;

… I always frustrated when it was exam period because there was always
hassle in the exam periods. No one was there to take a little care and
attention for me. …. I had lost the examination room and I missed one
final exam. I couldn’t find it by myself; I was alone searching for the
room. By the time I found the room, I had been told that I was too late.
Then things started to go out of my control. That incidence was the turning
point for my dismissal from AAU…..
The study participants underlined that female students with visual impairment needed
reasonable accommodations at the time of assessments such as the provision of examiners,
guide, and extra time for the completion of examinations. Participant one is one of the
students who faced inefficient exam administration and she described that the main reason
for her academic dismissal is the missing of her exam paper. She described what happened
to her while she was a first year students of AAU as follows:
… I took the exam but no one registered my name on the exam attendance
sheet. After I finished the exam I delivered it to the invigilator and went
out of the exam room. That is all. After some days, I had been told to
report to the department office because they [the exam administrators]
claimed that I didn’t take the exam. I was trying to explain that I took the
exam even though I was shocked and felt helpless. It was so sad to know
that my plan turn upside down with that silly administrative mistake and
changed the direction of my life’s journey. …
Participant six also explained her experience in relation to the process of taking exams.
She described the frustration that she experienced related to exam administration while she
was a first year students as follows:
… First of all, it was very hard to get a sighted student within my

department to read my exam. Secondly, my on time presence at the
examination room by itself would not mean as the examination process
carryout smoothly. The reader or examiner should have appeared on time
too. Whenever it is exam time, I always suffered a lot with these situations.
I was always worried about the exam process more than the exam itself.
Then the reader’s poor pronunciation and low attention and focus might
be another problem…
On the other hand it is common to have readers and examiners who were not familiar
with the terminology of the specific field of study and thus could not accomplish their job
properly. Participant one discussed her experience about readers and examiner and stated as
follows.
… In my field of study, law, there are so many terminologies that only a

person in this profession can read or understand the words properly. In
my first year I had an examiner which brought me to tears. The examiner
had no clue how to read the texts. It’s a law book and she didn’t even
know how to look at it. The exam time was approaching to end before I
understand the exam’s cases because of the reader’s problem. I was
stressed and stuck, such a feeling of helplessness. I cried when I went out
of the exam room.
Participant three described her experience about insensitive and incompetent examiners
as follows:
….Once, I had an examiner who was not even focused enough to

remember that I am blind. He said to me “Hi, please sit there,” well,
where is “there”? I am blind. Later on I discovered that he is not familiar
with the terminology of the specific field I was studying. He could not
catch up with me. It was so frustrating, though I was trying all my best to
cope this situation, it always happened and made me so tired of it….
Some of the participants in the study described as they experienced unbearable challenges
regarding the accessibility of learning materials. Participant two reported the following story
that happened to her.
When I was a first year student, I didn’t know the culture and the way the
university treats students with visual impairment and I asked the lecturer
to provide the assignments for me in Braille format instead of ink format
because I cannot see…. I mean I’m blind. I tried to explain myself to him,
but he only said “I think there is nothing to be done for you… you should
be able get along with it like everyone else!” That was the moment my
hope started to erode and lose my confidence in my academic future.
Participant three also explained her experience;

… I attended my secondary education at Germen Church School (GCS)

and the inaccessibility of learning materials for visually impaired students
was insignificant. There were Braille books in the library, digital books
and other references. That was my experience before joining AAU in terms
of learning materials. I am limited and disabled because of the responses
from the environment surrounding me. I was Braille user and Braille is
one of internationally recognized instrument but I couldn’t find learning
materials in Braille while I was at AAU….
Though using adaptive technologies can minimize their dependence on others to read
course handouts to some extent, it had its own limitations and was not an absolute solution
for them as participant two explains:
… It was very difficult to depend fully on these technologies because of

their limitations. For example JAWS don’t read PDF documents if the
document is scanned. Unfortunately, most of the articles in my field were
found in scanned PDF format. So most of the time, I couldn’t read using
this software. For me, NVDA is better than JAWS that I can read such
documents to some extent… I could read half of it by myself using NVDA
and the rest half with the help of students to read for me. However, if I am
asked my preference, I prefer to be supported by students and that was
what I did in most cases…
Handling learning materials are a kind of tasks that includes but not limited to reading
and summarizing course handouts which demands the skill to use adaptive technologies. All
the study participants were capable of reading independently through screen reader software
such as JAWS or NVDA and digital recorders. However, all of them preferred student
readers since using these screen readers to its full extent was difficult because of its own
limitations. All the study participants confronted this reality as an inconvenient situation of
being dependent, but also were convinced that they had no other choices. Though using
adaptive technologies can minimize their dependence on others to read course handouts to
some extent, it had its own limitations and was not an absolute solution for them as
participant two explains “JAWS don’t read PDF documents if the document is scanned.
Unfortunately, most of the articles in my field were found in scanned PDF format.”
Participant one explained how it was difficult for her to summarize learning materials as
follows.
… When using Braille, the problem is that it is not possible to mark or

highlight on very important points. I had to read the whole document so
as to get a specific point or sub topic within the document. It was difficult
to summarize the whole document in short or it might take a lot of time to
do so. The same was true for listening to audio books or digitally
recorded materials. While I used audio books I always face a problem to
underline on important points because most of the time each track
includes many chapters so you can’t go back and forward. So whenever I
wanted to find important information I asked my reader to scan the
chapters for me in order to find something. Scanning the text, especially
when it’s long, is very hard and tiresome….
All the study participants can read and write Braille though the degree of their
proficiency is varied. This would have helped them perform many tasks by themselves
without the help of readers and could minimize the amount of time dedicated to reading as
well as the student’s dependence. However; unfortunately many of the learning materials in
AAU were not accessible for Braille users, as participant six describes:
…If the learning materials were provided in Braille I would have been
less dependent on the readers. If a sighted student needed handout of a
course, he/she just went to one of photocopier centers found at the main
gate of the campus and ordered a copy of the handout. That simple!
Why on earth I couldn’t have a copy of a course handout in Braille?
Why not? If I needed to have the course handout, I had to go very long
way… and of course if I am lucky. The AAU should have taken the
responsibility of providing learning materials in accessible formats for
students with disabilities in general…
The same explanations have been mentioned for having difficulties of handling learning
materials. The study participant went to further steps to address this challenge; they tended
to look for the summaries of course handouts prepared by sighted students to photo copy it.
And then they looked for someone to read the copied summaries and to be recorded. Since
the study participants proficiency on Braille is differ their ability to write or take notes during
class session was also different. Some of them used slate and stylus to write notes while
some of them used tape recorders to record lessons. For students with low vision, the
experience of sitting in class room and trying to see what is written on the board was really
frustrating as participant two described below.
…. I am partial blind and my Braille skill is not advanced. If a lecturer did

not allow me to record his lecture, I confused what to do. It was so
frustrating that you know that other students do take notes quickly and you
are doing nothing in the class. I sit in the class room, in the middle of the
lecture I can hardly see what is written on the board, it’s a weakness, a
feeling that I have nothing to do with it, and the lecturer keeps on talking
and you feel like you are hanging up in the air and it’s so frustrating…..
On the other hand, there were course instructors who used projectors to support their
lectures. Participant four described what she feels and experiences in attending a class lecture
with projector as follows.
… Some of the lecturers used projectors in the class so as to cover more

portions easily and in short period of time. But I don’t think this was fair;
I mean it didn’t consider our need. It was often difficult, if not impossible,
for me to follow presentations on transparencies displayed by lecturers.
Not being able to follow in class and often had negative effect on adequate
note-taking. I therefore preferred a variety of flexible teaching methods
such as the provision of the soft copy of course handouts or to record
lectures in the class. However most of the teachers were not willing and it
frustrated me….
The other difficult task (other than reading) for the study participants was summarizing
learning materials. Some of the study participants reported in the interview that they asked
their lecturers to provide them the softcopy of their presentations. However, some of the
lecturers refused to do it as participant three stated in her interview and presented below:
…. I felt the difference between courses in which I have the materials and
presentations and those in which I don’t have them. For example I have
one course, the most terrible I ever had, the lecturer teaches all the
lessons through power point and he didn’t agree, under any
circumstances, to provide the presentations to the students. I talked to him,
presented myself and asked him to consider my impairment. He told me
that I should read all the reference books listed on the course and then I
would be ready for the exam. But since none of them were available in
Braille I couldn’t access it. I didn’t even bother to come to this class
anymore. I failed the course and I knew it that would happen before I took
the exam….
Summarizing learning material was difficult mostly because the activity is based on
visual functioning like scanning the text, highlighting important sentences and gathering key
notes which is presented in different places in the material. Though the study participants
utilized digital recorders and audio books, they regularly used of Braille to write and read
texts which allows them reading by touching each line of dots as participant one explained it.
4.3.2. Social challenges
The second major theme identified as a challenge was social related problems. The
analysis helped to identify two main phenomenal concerns associated with social challenges.
These are their relationship with students who read texts or exams (examiners/readers) and
their transition period.
All of the study participants indicated their relationship with students who read texts or
exams (examiners/readers) were very challenging. The study participants emphasized as they
were careful to separate the roles of male sighted friends and readers. According to the study
participants, this is because most of the readers tend to change their friendship into sexual
relationship even though female students with visual impairment were not interested and
ready to get involved.
The study participants reported that it was their responsibility to select their readers
(examiners) and appear with them in the exam session. However, the readers must be
students of AAU and senior students of the same department. The study participants reported
that very few female students with visual impairment and many male students with visual
impairment who had good social interaction in the campus would get free reading service
from their sighted friends. However, none of the study participants had sighted friends (who
provided them free reading support) while they were students of AAU and they all believed
that this fact had negative impact on their academic performance at AAU. Besides, all
participants stressed that they did not want to be dependent on their sighted class mates
though they needed their support. Participant seven said:
… My sighted class mates, whether they are male or female, sometimes

they helped me read very few stuff as a good person, not necessarily as a
friend. But I don’t want to be a burden for them and anyone else. After all
they were also students and they needed to study and use their time
properly. I have the cane, and I can walk by myself - I want people to be
my friends, not my caregivers…
Participant six discussed in the interview about her relationships with sighted and visually
impaired peers. She confessed with a reason that she preferred to have sighted friends as
follows:
When I am with visually impaired students I feel like I am in a constant

competition. However, with sighted people I do not feel this. The sighted
students do not judge me for what I know or don’t know. In the contrary
they are very near to appreciate my accomplishment. I do what I can; they
treated me as I am.
Contrary to the attitude of participant six, the attitude of participant two towards the
preferences of the relationship of friends is in-group. Participant two said “Whenever I met
sighted students, I felt so discomfort that their whole attention is on me and my activities.
And when I did something that might be considered as “wrong” in their perspective, I felt
shame and embarrassment.”
The preference of participant one and two regarding the type of friends they need to have
was opposite to the preference of the other study participates. Both of them argued that apart
from being supportive, friends with visual impairment could also be source of information
and advice. Participant two said “Sometimes you just want to talk to someone who shares
your problems and who could give advice and share experiences. And maybe you could learn
something from it”. Participant one also said the following.
While I was a student at AAU, I just wanted to go and spend time with
students like me… I mean with female students with visual impairment. It
was not that I was trying to avoid the sighted female students, but it was
because I felt normal when I was with my friends with visual impairment. I
felt like the people who were with me were dealing with similar situations.
They wouldn’t judge me. Yah, I felt so encouraged. Being with them was
like knowing that I have a place; I have people who care.
Discussion was also made about another type of social challenges which was their
transition period as mentioned by the study participants. I asked them to give me a full
description about their first year studies in the university. The study participants mentioned
their feelings of loneliness, depression and hopelessness in their first year when facing a big
and very complex institutional system of AAU. The responses to this question were almost
the same for all research participants. Participant two articulated her thought as follows.
There were lots of adjustments, confusions and shocks. I was busy with
adjusting and understanding what was happening around me. I never
understood how the university is functioning for a longer period of time. I
didn’t understand anything about the number of departments, offices,
registration process and so on. It was complicated. I felt like I was in the
middle of nowhere. No one helped me or told me what I should do and
how I could learn how to do it. It was really hard and threatening.
Participant four described her experience as follows.
My first year was a total panic, the most difficult year. I cried so much as I
felt I was totally lost. It was a nightmare. I never forget that I even fell
down on the stairs. I walked through places I didn’t know before without
anyone’s accompany. I made it on my own. This was the most difficult
situations for any female student with visual impairment.
Participant five said “My transition period was the hardest time during my first year. I felt
so lonely since no one really pays me any personal attention. AAU’s staffs expected me to
understand everything in the institution without telling me anything”.
Participant six suffered a lot in her transition period. Because of the challenges she
faced in the beginning of her first year she was forced to decide to withdraw from the study
for a year and readmitted at the end of 2015. However, she still couldn’t manage the
challenges she faced in AAU and at last she was dismissed. She explained her lived
experience of the transition period of her first year as follows;
… It [the transition period] was the most difficult for me not only
academically but the issue of adjusting myself to the university
environment. The weather was chilly and the university compound and
dormitories were cold. I didn’t know whom to talk to about it…, who is
doing what? And no one came towards me. In the middle of my first year I
decided to quit and took a year off. In the next year, I tried to register
again and it was really traumatic for me. All was the same, everything was
as it is. So when I registered for the second time, I was really afraid that
my future is dark. I was really afraid and predicted that sooner or later I
would be dismissed. … At last, what had been happening on me was
exactly what I was thinking and expecting – I was dismissed.
As it has been discussed by the study participants, their experience of the transition
period was full of challenges and most of them could not resist and unable to adjust
themselves with the new environment. It seems that fresh students with visual impairment
require a lot of accompaniment and guidance during their transition period in the university.
4.4 Accountability
Accountability issue was also discussed with the study participants to understand tier
perception of who they think should take the blame to the dropout of female students with
visual impairment like them. Based on their comments, various stakeholders like the
government, AAU, NGOs and the students themselves would share the responsibility.
Participant six argued her thoughts as following,
I think it is the government that should take the accountability. It should

have taken the necessary monitoring and valuation or assessment of the
policy implementation. Laws and policies are good but not good enough
by itself to bring positive change. We don’t have policy and law problem
but we have implementation problem, there are number of policies and
laws regarding the full participation of persons with disabilities. However,
no one is worried about it and it only exists in the paper. After all, it is the
duties and responsibilities of the government to control the appropriate
implementation of its law and policies.
Participant seven has extended the blame to AAU as follows:
In my opinion, the laws, legislations, and policies of the country regarding

the issue of persons with disabilities have no or insignificant (if any)
limitations. But AAU, as a senior educational institution in the country,
should have taken the initiation to be a place where the rights and full
participation of students with disabilities is ensured. ... AAU, as being the
oldest and senior educational institution, it should have been found in the
first place in addressing our challenges.
The findings disclosed that five of the research participants pointed out their finger
towards the government for their failures and for the existence of challenges that female
students with visual impairment faced in AAU. As per to them, the government should take
the blame for the higher dropout rate reveled on female students with visual impairment. The
research participants believe that the government could have taken the necessary action to
address the challenges of female students with visual impairment so that the dropout rate
could be reduced.
4.5 Available resources, support systems, and services
The last discussion point was identifying possible resources, support systems, and
services that were available for AAU female students with visual impairment. The aim of this
discussion was not only to identify the available resources but also to understand the extent
to which the study participants utilized it. In the midst of number of challenges, there are also
some enabling factors that assisted female students with visual impairment. The finding
showed the study participants identified five main resources, support systems, and services
even though they didn’t utilize the services provided by them as effectively as expected.
Among the available resources, support systems, and services mentioned by the study
participants AAU’s gender office, AAU’s special needs support office, AAU’s library, and
humanitarian organizations working on/for persons with disabilities and adaptive
technologies were the main ones.

4.5.1. The special needs support office (SNSO)
The finding showed that among the seven study participants only one participant
could utilized the service provided by the office. Yet, she underlined that the office need to
improve its service in the future in order to meet the expectation and needs of female students
with visual impairment. She articulated her opinion about the office as follows;
… Every student with disabilities expect too much from this office. I think
the capacity of the office and the expectations from the students were not
well-matched. Though the office achievement and the students demand
were not comparable, it is not fair to deny what this office did so far. But I
believe that the office has to work so much in the future in order to meet
its objective as well as the expectation of female students with visual
impairment and fulfill their needs…..
The other six study participants described as they were not satisfied with the
performance of the office in delivering the services to its target groups. Tough the expert
working in the office reported as the office has been working to support students with
disabilities by providing accessible learning materials, adaptive technologies such as digital
tape recorders, the study participants questions the efficiency of the office. The study
participants reported that the Braille paper which was provided by the office annually was
not even sufficient to cover their quarterly consumption let alone the annual one. They
suggested the office needs to act exhaustively to support students with disabilities who are
struggling to overcome the multifaceted challenges.
4.5.2. Gender office of AAU
According to the study finding, none of the research participants satisfied with the
service offered by the office. The study participants reported as they had never been
approached by the office to assess their status or they didn’t show up in the office since they
didn’t believe their challenges could be address by the office though the office is one of the
possible resource centers. Participant six explained her experience related to the gender
office s follows;
… While I was first year student, I was informed that the gender office was
about to provide training for female students with disabilities. ….. The
trainings were about IGA [income generating activities].I was so happy to
learn this situation for two reasons and went to the office to apply for the
training. …. I had been in a lottery selling business since I was 14 or 15
and needed to get some skill to enhance my business proficiency.
However, right after I got into the office, my happiness was replaced by
deep sorrow. The officers didn’t take any time to tell me that the training
was not designed for students with visually impairment and could not
accommodate me. It was so simple for them to tell me the news. But for
me, the news was the hard to accept easily.
4.5.3. The library of AAU
The library of AAU is the other potential resource center for students with visual
impairment though it served them in very limited capacity. The study participants explained
that though AAU’s library surrounded by lots of books, articles and researches that might be
useful for them; they could not access all. They visited the library mostly for using the tape
player to listen what they recorded in the class room and learning materials. Because of the
very few tape players in the library they had to wait so long to use those tapes. It is no
surprise that going to the library could be stressful for these students. The study participants
emphasized that there was unequal privileged utilizing the library compared to their sighted
counterparts. Participant six presented her view as follows regarding the library of AAU;
To tell the truth, I didn’t often visit the library since it strived to serve
mainly sighted students. Indeed the university did some modification to set
up a corner to students with visual impairment so as to make the library
accommodates all types of students including us. And there were only few
books in Braille but they were out of dates to refer about the
contemporary knowledge and understanding.
4.5.4. Humanitarian organizations
The humanitarian organizations for people with disabilities (HOPDs) were also
considered as potential resources for persons with disabilities in general and female students
with visual impairment in particular. In this regard, all the study participants mentioned their
satisfaction with the work accomplished by humanitarian organizations such as “Together”
and Ethiopian National Association of the Blind (ENAB). ENAB had been delivering a
holistic intervention project for the last two years aimed at reducing the dropout rate of AAU
female students with visual impairment. Participant one and seven who were the
beneficiaries of this specific project explained the significance of the support as follows.
Participant one said:
… Of course, I agree with the idea that some kind of support like the
financial one obtained from humanitarian organization might create
dependency and develop weak personality on the recipients. But in a
situation where life is full of various challenges like in our case, this
holistic support obtained from our association [ENAB] could be
considered as a life savior. It could help us prolong our stay at AAU to
some level….
Participant seven also said:
… The project implemented by ENAB to empower female students with

visual impairment was consisted number of interventions such as life skill
training, computer training, monthly financial support and the likes.
Although the monthly financial support I got from the project could hardly
cover all my educational expenses, it significantly helped me. As anyone
can guess, there are a lot of additional personal expenses for female
students for the reason which might not be necessary to announce here
[publicly]. I am female and at the same time visually impaired student ….
You know what I mean? … I mean … I have very special needs as a female
and also as a student with visual impairment….
Participant three and five have benefited from the support from “Together” during
they were students of AAU and after they dropout from the institution. Participant five
described what she got from this humanitarian organization as follows;
I was one of the students who were supported by “Together” when I was a
student at AAU. They helped me a lot to cope with my challenges though I
couldn’t overcome it. I think my challenges might be stronger than the
support I got from them. However, after I was dismissed from AAU, I have
never forgotten what Together did for me. They never let me down in my
bad times. Instead… they lend me their hand. They offered me training of
trainers (ToT) on basic computer application for persons with visual
impairment and now I became a trainer in “Entoto Amba” secondary
school.
4.5.5. Adaptive technologies
Assistive technologies were also considered as one of the supportive systems.
Assistive technologies includes but not limited to computers with screen reader software,
digital tape recorders and players, digital canes, touching watches, and the likes that can
maximize the engagement and interaction of persons with disabilities to his/her environment.
Participant six described her thoughts and experience about adaptive technologies as follows;
Yes, I benefited from using one of the products of adaptive technologies

which is called the screen reader a lot. But I had two limitations to use it
in full capacity. First, I needed a personal computer to upload the
application and use freely whenever and wherever I wanted to use it. I
only use the libraries computers for limited service time because of
number of students waiting to use the same computer turn by turn. I was a
student of AAU for almost two years and because of the nature of my field
of study, I was expected to explore and read so many international
political issues and documents. But I never had access to computers freely
let alone having my own computer. If I had had the chance to work with
my own computer, write assignment or use the internet in the library by
myself in the university, I am sure I would have completed my education
by now successfully. Second, the screen reader technology has its own
limitation that prevents us from reading all types of document formats.
According to the finding, among the main resources and support systems identified
by the study participants, the holistic support from humanitarian organizations and the
technical assistance gained from adaptive technologies were significantly crucial. However,
this doesn’t mean that these resources were absolutely perfect; rather they both had their own
limitations. Regarding the support from the humanitarian organizations, there was tendency
to creating dependency syndrome to some extent. On the other hand the adaptive
technologies were not fully accessible and had some constraints.
To sum up, this chapter highlights the major descriptions of the challenge related
lived experiences of the seven study participants collected from the in-depth interviews. The
next chapter will discuss on these major findings in relation to the relevant studies presented
in the literature review part of this study.

Chapter Five
5 Discussion
This descriptive phenomenological study was conducted to describe the lived
experiences of those female students with visual impairment who dropped out of AAU
because of various challenges. Basically, the literature review and the finding were
organized around the central research question posed and the specific objectives that this
study sought to address. The main topics that were addressed by this study were the risk
factors in relation to the ineffectiveness of female students with visual impairment in higher
education, the magnitude and types of academic and social challenges experienced by female
students with visual impairment, the participants’ perception as to whom should be
accountable for the occurrence of those challenges and finally the resources, support systems,
and services that are available in AAU specifically designed for female students with visual
impairment so as to meet their special needs were the major issues this study dealt with.
Therefore, this chapter discussed on the major findings in relation to the relevant studies
presented in the literature review part of this study.
4.6 About the risk factors
What triggered me to conduct this study was my firm assumption as being female
coupled with visual impairment was the prime risk factor for the dropout of female students
with visual impairment in AAU. Most of the study participants have also demonstrated my
assumption as gender and impairment were the major risk factors of the group under this
study. I wondered what it means to be female and visually impaired at a time while
attending higher education. I wondered what feeling did the study participants experience
while experiencing academic and social challenges just because of their gender and
impairment. The study participants shared me their experience that they were obliged to
remain in their dormitory dreading the unfriendly and discouraging inside and outside
campus environment just because of their gender status and impairment.
The study finding reveled as poor economic status as the one the risk factors for the
female students with visual impairment. And this finding is in line with the point mentioned
in the literature as Vancil (1997) identified low socioeconomic status is one of the risks
occurs when an individual experiences a threat to satisfying basic human needs such as
physical safety, sense of self-worth, efficacy, and belonging to a positive social network
(Vancil, 1997).
4.7 Types of challenges
In chapter four, study participants described their challenge related experiences as of
being female student with visual impairment. Based on the finding, I observed completing
their university education successfully was their plan to integrate themselves into the
mainstream society. However, while attending their education at AAU each study
participant went through different sort of challenges which were strong enough to end their
academic journey. The findings were presented in chapter four dividing the challenges it
into two main parts, academic and social challenges.
The finding reveled that inefficient exam administration was a major challenge. It is
reported that some of the course instructors refused to accept the capability of the study
participants because of their impairment. Studies showed that the attitudes towards students
with visual impairment primarily centered on perceptions of incapability (McBroom 1997).

In particular, they experienced that others, peers and lecturers, sometimes thought that they
were incapable of pursuing a tertiary qualification.
The lived experiences of the study participants showed how female students with visual
impairment had been struggling to fit themselves in the larger societal context in general and
in educational contexts in particular. The finding has shown that in the transition period into
higher education, considerable responsibility rested on female students with visual
impairment themselves to claim independence. On the other side, a study by Berman and
Naon (2004), argued that due to cultural influence, most of the time female students do not
exhibit strong personalities so as to dominate their environments. Especially during their
first year, students might not know how to get much needed support or whether they are
illegible for accommodations (Berman and Naon, 2004). Female students with visual
impairment need to prepare themselves in advance, they had to make an informed decision
regarding the university they wanted to attend. Yet they were so disadvantageous by
previous educational segregation. And as we can see from the finding of this study, female
students with visual impairment were not included as fully as expected to be into the higher
education system. This finding supports the argument of George and Duquette (2006) that
while an inclusive commitment is evident through policy developments, the lived
experiences of disabled students sometimes told a different story (George & Duquette,
2006).
The other findings were that all of the study participants who had a transition from
special school had a limited social interaction in their university life and this situation
maximizes the possibility to be exposed to stress. The transition to higher education is a
major life change for every student which entails difficulties handling stressors which are
associated with this transition (Fairweather and Shaver, 1990). Most of the study
participants reported that there were number of situations they faced such as depression and
feelings of hopelessness while they were students of AAU. As McBroom (1991) argues
students with disabilities may also experience depression and anxiety at higher rates than
their non-disabled peers. University is not just a place for study but it is also campus life,
leaving the parents' home for the first time, dorms, and social activities and making new
friends. Research studies claimed that students with visual impairment have difficulties in
social functioning, lack of social skills and small social networks (McBroom, 1991).
In addition to the hard work involved in the move to a tertiary institution, how smooth
this transition went was often influenced by other factors. These included previous
education, type of impairment and the personality traits of disabled students. In some cases,
where disabled students had attended a segregated “special school”, such as a school for the
blind, the transition was often more complicated than for those who transitioned from a
regular school (Berman & Naon, 2004). This seemed to be closely tied to the level of
support that was available to students during their school-going years. Since students
received extensive support in segregated schools, they were often ill-prepared for the leap to
the mainstream “self-catering” setting of a university (Berman & Naon, 2004)
Social skills would play significant role to resist the hardship of the transition period.
The study finding demonstrated that none of the study participants could be able to pass
second year and most of them are dropped of AAU at the end of their first year. They
described the first year as a year that was the most difficult mostly due to the new
environment and difficulty to adjust with the new environment. As they described the
situation, research participants dedicated a lot of time to adjust themselves with the
academic demands, learning the rules and norms of the university, and their new status as
independent grownups.
However, some students with disabilities feared being frank to others about their
disability would lead to social barriers and exclusion, rather than a sense of belonging and
togetherness. Of course, we may ask ourselves whether this concern had any grounds or it
was somewhat irrational concern. There exists no answer to this question, as the experience
of friendship, social encounters and level of acceptance were dependent on many factors and
sometimes differed from student to student and from one relationship to the next. In some
instances, disabled students have experienced stereotyping, labelling and pity from their
nondisabled counterparts (Hodges & Keller, 1997). Hence, from the above discussion we
can say that the challenges of the female students with visual impairment were found to be
various in types. Keeping these challenges in mind, visually impaired students often did not
feel included in the social aspects of tertiary life. Moreover, once again a lot of the
responsibility rested on them to “smooth out” social interactions.
Last but not least, the role and importance of adaptive technologies could be considered
as one of the support systems for students with visual impairment. Though adaptive
technologies are necessary for students with disabilities (actually not only with visual
impairment) most of the study participants could not afford to have them. Unfortunately,
their poor economic status influenced their ability to buy adaptive technologies by
themselves and hence it clearly affected their academic functioning and level of
dependence. Unluckily, technological advances sometimes made it more difficult for
visually impaired students to read electronic texts. For example, some websites and text
formats like PowerPoint might be difficult, if not impossible, to read with the aid of a
screen-reader (French 1999). So, it has to be underlined that assistive technology did not
solve the problem of inaccessible materials completely as it is described in the study
finding. Additionally, the conversion of printed materials into an accessible format often
took some time since publishing houses were sometimes unwilling to provide students with
the electronic format of books. And so, numerous studies revealed that the learning of some
disabled students, including those with a visual impairment, were still stifled by limited and
delayed access to course material (Beaty, 1994)

Chapter Six
5. Conclusion and Implications

5.1 Conclusion
It is evident that the difficulties in providing adequate support services for students with
disabilities reflect some significant gaps between policy and practice. From the stories of the
study participants, it is simple to understand the reality that accessing higher education does
not ultimately result in inclusion and full participation for female students with visual
impairment. Indeed, improving the success rate of female students with visual impairment
should not be left to some departments or offices within the higher education but it requires
institutional effort, both wide in scope and systemic in nature.
The lived experiences of the study participants’ revealed that their higher education
pursuit was challenged by number of factors including but not limited to academic and
social problems. In an environment where the academic and social challenges were
addressed, female students with visual impairments could be more successful in their
education. Creating a disability friendly environment for students with disabilities is very
essential in order to ensure the full participation and fruitfulness of students with disabilities
in higher education.
The main risk factors for the challenges of the study participants includes gender and
impairment, poor socio-economic status, dependency on others and limited social
interactions. Considering the various risk factors and its intense magnitude and negative
consequences, it is essential to deal with the risk factors so as to prevent or reduce the
magnitude and types of challenges upon female students with visual impairment.
This study attempted to see the participants’ challenges by dividing into two main
aspects; academic and social. Among those academic challenges experienced by the study
participants, inefficient exam administration was a critical challenge that might be a cause
for the academic dismissal of number of students with visual impairment. Therefore,
intervention programs should focus to enhance the inefficient exam administration capacity
so as to tackle the dropout rate of female students with visual impairments.
On the other hand, the student-reader interaction and the hardship of transition period
(freshman) were the main challenges under social aspect of the study participants. Since
they were responsible to provide their examiners by themselves, they faced numerous
problems like being unable to take exams on time and negotiate with the examiners. Though
the study participants pointed out their finger mainly towards the government for their
failures, I felt the issue of FSwVI is deeply rooted within their biological, psychological,
socio-economic status and educational systems of the country. Therefore, no single party
can be responsible for their failure and hence a holistic intervention program should be
adopted considering their special needs.
5.2 Implications
Even though the lived experience of each participant was unique to some extent, I can
say a significant amount of common phenomenon was shared by all of them as a group. All
of them had experienced academic and social challenges that pushed them away from the
successful completion of their higher education. I believe this study will have helpful
implication in the development of educational policies, social work practices, and for further
similar studies. The study will also have an implication for concerned stakeholders who
work to improve and ensure the full participation of FSwVI in higher education.
This study could be served as an initial review for educational policy makers and
advocates who are interested in promoting for or developing a separate alternative policy
regarding the issue of FSwVI in particular and all students with disabilities in general. Since
the study described how FSwVI experienced the academic and social challenges, it will
inform policy makers how the phenomena was perceived by the FSwVI, this in turn would
lead policy makers to designing a policy that is tailored as per the interests of the group
under the study. Social workers can be engaged in identifying, assessing, planning,
intervention, and evaluation of the services provided for FSwVI regarding their full
participation in higher education. Since the findings of this study has revealed both the
unique & common experiences of the FSwVI, social workers can apply them to deal with
similar challenges and it can be of great value for a successful social work practice.
The study has been intended to assess the challenge related lived experience of the
FSwVI who dropped out from AAU. It has tried to fill the gap in knowledge regarding the
experiences of the FSwVI by applying a phenomenological research. Although this study
has explored the challenges of FSwVI by focusing on academic and social aspects, it might
be crucial to investigate other aspects of the challenges of FSwVI. In this regard, this study
might initiate future research considering all types of challenges in a more detailed way.
This is a qualitative phenomenological study which does not give a quantitative insight on
the case, rate, prevalence and incidence of challenges. In the future, researches might be
triggered to conduct researches around the issue by following various research designs other
than qualitative & phenomenological designs.

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ix
Annex – 1
Participant Consent Form
My name is Tilahun Kifle. I am a post graduate student of School of Social Work in Addis Ababa
University. Currently, I am assessing the Challenges of Visually Impaired Female Students in Higher
Education for the partial fulfillment of the requirement for the Degree of Master of Social Work. For
this purpose, I need to gather information from Visually Impaired Female Students who had dropped
out of school. I therefore, kindly request your willingness to respond some questions. The
participation with this research is purely voluntary and you might not have any immediate benefit.
However your response to each question is very essential for the study purpose. If you are willing, I
will contact you at a convenient place and conduct the interview. The session of the interview will
take a maximum of two hours. If it is appropriate, I will use the tape to record the conversation and
will be deleted up on the completion of the study. In doing so, any of your personal profile and
name will not be indicated rather it will remain confidential.
I, ____________________________________________, have read the information provided and any
questions I have asked have been answered to my satisfaction. I agree to participate in this research
project, realizing that I may withdraw at any time without reason and without prejudice. I understand
that all identifiable information that I provide is treated as confidential and will not be released by the
researcher in any form that may identify me unless I have consented to this. The only exception to
this principle of confidentiality is if this information is required by law to be released. I agree to have
my conversation recorded and also to be photographed and / or videotaped if necessary.
________________________ _______________
Participant signature Date
Approval to conduct this research has been provided by Addis Ababa University, in accordance with
its ethics review and approval procedures. Any person considering participation in this research, or
agreeing to participate, may raise any questions or issues with the researcher at any time. In
addition, any person not satisfied with the response of the researcher may raise ethics issues or
concerns, and may make any complaints about this research by contacting the Addis Ababa
University, Graduate School of Social Work. All research participants are entitled to retain a copy of
any Participant Information Form and/or Participant Consent Form relating to this research project.
x
Annex – 2
Interview Guides
1. Demographical Questions
1.1. Age
1.2. Birth place
1.3. Field of study
1.4. Level of impairment
1.5. Causes of impairment
1.6. Impairment onset age
2. General Questions
2.1. Focus Area - High School
2.1.1. What kind of high school did you attend? Mainstream school or special
school?
2.1.2. What accommodations did you receive while you were in high school?
2.1.3. Do you think your high school life affect your higher education? If so, how?
2.1.4. Did you have other occupations / hobbies after school hours while you were in
high school?
2.2. Focus Area – University
2.2.1. What was your field of study at AAU?
2.2.2. How did you choose your field of study?
2.2.3. What sort of challenges did you encountered at AAU resulting from your
visual impairment?
2.2.4. What sort of challenges you encountered at AAU resulting from being female
and visually impaired?
2.2.5. Can you describe the magnitude and the type of these challenges?
2.2.6. Who do you think should take the blames for the existence of these
challenges?
2.2.7. Can you please rank the following bodies as to where the challenges of
female students with visual impairment possibly originated from based on your
perception?
xi
I. The Government of Ethiopia
II. Addis Ababa University
III. Humanitarian Organizations
i. Community members and families of female students with
visual impairment
ii. Female students with visual impairment
2.2.8. What were your coping mechanisms to manage these challenges?
2.2.8.1. Were there available resources and services provided by the university or
any other concerned parties?
2.2.8.2. Did you utilize these resources? If so how well? If not, why?
2.2.8.3. What were the risk factors that might be a threat for your studies in
AAU?
2.2.8.4. Did the thoughts you had before joining AAU match what you found out
in practice?
2.2.8.5. Did you have any issues with university bureaucracy? If so, how were
these issues resolved?
2.3. Focus Area - Orientation and Accommodations in higher education
2.3.1. Would you please tell me about your first year time at AAU?
2.3.2. Do you think your high school history affect your transition to higher
education? If so, was it positively or negatively?
2.3.3. Is there anyone who welcomed you and gave you orientation on the campus
physical setup?
2.3.4. How did you find the physical setting of the campus in relation to the needs of
persons with visual impairment?
2.3.5. How did you read learning material?
2.3.6. Could you access learning materials easily? How did you search for learning
material? How did you perform your assignments?
2.3.7. What type of technical aids or adaptive technologies devices did you use? For
example, Braille machine, tape recorder, computer with Braille monitor, text to
voice software….
2.3.8. Was your dormitory at AAU accessible for persons with visual impairment?
2.3.9. Was the library of AAU accessible for persons with visual impairment?
xii
2.3.10. What facilities in the campus was inaccessible for persons with visual
impairment?
2.4. Focus Area - Interactions with lecturers
2.4.1. Were the lecturers aware of the fact that you are visually impaired?
2.4.2. Did the lecturers offer some kind of assistance? If so what kind?
2.4.3. What kind of feelings did the lecturers have to you?
2.4.4. Was there a particular lecturer who refused to help you? What do you think
the reason of his/her refusal?
2.5. Focus Area - Social interactions and friendship
2.5.1. How well was your sociability while you were a student of AAU? If it was
good or not good, what do you think the reason for being good or not good?
2.5.2. Did you know any senior students in the university before you entered into the
university? If so, did they help you adjust to the environment?
2.5.3. How often did you meet your friends?
2.5.4. Did you have good friendships bonding that helped you in university?
2.5.5. Were the feature of university friendships different from other friendships
which you have had during your previous life? If yes - how?
2.5.6. Do you have a preference of having friends from in-group (visually impaired)
or out-group (sighted)? If so, what is your justification?
2.5.7. Did you have friends who were visually impaired? How strong was your
bonding?
2.5.8. Did you have friends who were sighted friends? How strong was your
bonding?
2.6. Focus Area - Academic and Social Adjustment
2.6.1. Did you have leisure time activities (hobbies like sports or singing) after your
learning hours?
2.6.2. How do you spend leisure time? With whom?
2.6.3. Did you learn anything about yourself as a person with visual impairment
while you were attending your education at AAU?
2.6.4. What kind of assistance did you need most and you lacked it while you were
attending your education at AAU?
xiii
2.6.5. What kind of assistance made you feels more comfortable or less difficult to
ask for while you were attending your education at AAU?
2.6.6. Who were the people whose support was most significant for you? What kind
of support was it?
2.6.7. In your opinion, what does it mean is a success in university for female
students with visual impairment like you?
2.6.8. In your opinion, what does it mean is a failure in university for female
students with visual impairment like you?
2.6.9. What did you feel when you think of yourself out of Addis Ababa University
and could not complete your higher education?
2.7. Focus Area - Conclusion
2.7.1. Can you please tell me your experience, thoughts and feelings to be female
and visually impaired person in Addis Ababa University?
2.7.2. Do you think there are any issues that I did not mention but you would like to
talk about? If so please feel free to tell share me your thoughts.
2.7.3. What does it mean to be female and visually impairment at a time while
attending higher education?
2.7.4. What feeling do the research participants experience while facing academic
and social challenges just because of their gender and impairment?
Thank You!
xiv
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ADDIS ABABA UNIVERSITY

COLLEGE OF SOCIAL SCIENCES

A PHENOMENOLOGICAL STUDY OF CHALLENGE-RELATED LIVED EXPERIENCES OF

FEMALE STUDENTS WITH VISUAL IMPAIRMENT IN HIGHER EDUCATION

THE CASE OF ADDIS ABABA UNIVERSITY

By: Tilahun Kifle

Advisor: Dr. Asmamaw G/Egziabher

Addis Ababa, Ethiopia

A THESIS SUBMITTED TO GRADUATE SCHOOL OF SOCIAL WORK OF ADDIS ABABA

examination in any other University.

Tilahun Kifle _____________________

A PHENOMENOLOGICAL STUDY OF CHALLENGE-RELATED LIVED EXPERIENCES OF

Approved by Board of Examiners

Chairman, Department of Graduate Committee Signature

External Examiner Signature

Internal Examiner Signature

providing basic information.

and transcribing the interview data.

constructive ideas and resources.

AAU Addis Ababa University

at Addis Ababa University (AAU) because of various challenges. I conducted

in-depth individual interviews with 7 participants and data were analyzed

according to the principles of the descriptive phenomenological approach.

Participants described the challenges they experienced in relation to

that in addition to the typical demands of university studies, the participants

their physical and social environment. Though participants struggled a lot to

inclusion in Ethiopia, the study participants’ experience might be taken as

to be not realized in the tertiary educational level.

1.1 Background of the study

inclusion, equality of opportunity as well as capability of all members of the society to

school/university, and work environment. In non-inclusive societies, each component creates

in the out-of-family environment which encourages them to stay at house.

considered as a major type of impairment as significant number of people experience the

with disabilities are in school in our country.

reluctance of the institutions to provide accessible environment and suitable teaching

1.2 Statement of the problem

“impairment” and “womanhood”, a double dose of discrimination and stereotyping and

barriers as they attempt to take on their social and educational scene.

higher education institutions. Students with disabilities in Ethiopia continue to experience

constraints in participating in postsecondary education. These constraints to educational

achievement have subsequent implications on the individual development of students with

1.3 General objective of the study

1.4 Specific objective of the study

This study has four specific objectives;

impairment back from the successful completion of their education.

 To identify types of challenges faced by female students with visual impairment.

 To examine the participants’ perception of accountability to the existed

 To identify the available resources, support systems, and services specifically

1.5 Research question

and dropped out of higher education? The sub-questions are:

impairment back from the successful completion of their education?

accountability issue for the challenges?

1.6 Significance of the study

impairment experience academic and social challenges in higher education.

This study is intended to be concentrated on specific impairment and gender; which is on

2. Review of the Related Literature

health outcomes and generally have lower social status.

discrimination can be accepted in granting higher education on grounds of race, gender,

language or religion, or economic, cultural or social distinctions, or disability (UNESCO,

2.1 Understanding the concept of disability