Barriers to inclusive higher education in Thailand: voices of blind students

Abstract

Higher education for disabled people is an important factor that can improve their living standards in the long run but, in Thailand, little is known about the interplay between inclusive higher education practices and disabled students. This article, therefore, sets forth a qualitative method for investigating barriers that affect the inclusive higher education participation of blind students. Findings drawn from face-to-face interviews with 12 blind students clearly indicate that unfriendly physical environments on campus, lecturers’ inaccurate understanding of inclusive education, and inclusive higher education policy inconsistencies limit their active learning opportunities. The author recommends that senior university administrators introduce sharply tailored interventions to adopt universal design concepts, appropriate academic adjustments, and campus-wide inclusive practices that contribute to supporting the educational achievement of blind students.