Structured Abstract: Introduction: This article presents a study of the higher
education experiences of students with visual impairments in Canada. Methods:
Students with visual impairments and the staff members of disability programs
were surveyed and interviewed regarding the students’ experiences in entering
higher education and completing their higher education requirements. Results:
Although the reported graduation rates were high, the students took more than
four years to complete their studies. They thought that heavy reading requirements,
work in groups, and an inability to participate in some activities were
barriers to their full participation in higher education. Discussion: The findings
demonstrate that barriers exist that have a negative impact on the higher education
experience of students with visual impairments. Implications for practitioners:
Students with visual impairments have challenges that require unique
preparation for higher education.