4.1. Challenges Faced by Saudi Higher Education Students with Visual Impairment

From the interviews, all participants reported that they faced significant challenges associated with visual impairment, including the use of assistive technology (e.g., screen readers), participation in activities, teaching methods, access to educational materials, lack of support and guidance, and difficulties with registration and admission processes. Other challenges included classroom integration, dealing with others, transportation, movement, infrastructure, examinations, and assessments, for each of which they needed academic or social support.

4.2. Admissions, Registration, and Lack of Support and Guidance

Participants reported that they faced challenges with admission and registration procedures. They noted that the paperwork was often complex, and the websites where the applications were completed were usually not user-friendly. They also reported that the website’s design did not facilitate access for people with visual impairments. For example, Participant 5 said, “When going through the admission process, I was not clear about what to do. This was a scary time. My idea had been that someone from the administrative staff would assist me, but that was not the case.” In the same vein, Participant 1 said, “Generally, many visually impaired students at the university face a lack of guidance and counselling in the initial stages. This results in challenges, leading to simple processes taking longer than they should.” To this observation, Participant 3 added, “The unavailability of consideration and attention for my special condition during the acceptance phase left me feeling marginalized and with a sense of being unwelcome”.

4.3. Access to Educational Materials

All participants reported that the library did not have sufficient reading materials and books in a format they could use. They also noted many challenges related to accessing the curriculum. They provided many examples of the challenges they faced securing digital textbooks available in Braille or in a format that supported text magnification. For instance, Participant 7 said there were “challenges in reading because materials and books are not always available in readable formats.” In agreement, Participant 4 noted, “The unavailability of academic material is a huge hurdle. Where the material is available, it takes a long time to access it because it is difficult to access audio recordings of lessons and lectures. This presents challenges for us when it comes to following the study materials.” Participant 3 shared the same views: “All our efforts are used in attempting to access study materials, leaving us with very limited energy to study the material once we have got it”.

4.4. Lectures, Teaching Method, and Participating in Activities

There was agreement among participants that many lecturers are not trained to teach students with visual impairment, giving them a sense that instructors view them as a burden. Participants reported feeling as if some instructors believe that teaching students with visual impairment is not their responsibility because they were not trained to teach them. However, participants also reported that there are a limited number of specialized lecturers who can teach visually impaired students. Some participants shared the belief that universities do not make sufficient effort to meet the classroom needs of students with disabilities, including visual impairment. These participants noted that some lecturers are overly reliant on multimedia and seem not to be concerned whether this has a negative effect on students with visual impairment. In this regard, Participant 2 said, “I do not think the university staff have received adequate training to deal with disabled students. I see teachers using multimedia a lot, and in such cases, I can’t see the graphs and shapes. This leaves me feeling very uncomfortable. I believe there is a need to make lecturers and teachers more aware of how they should present educational material in a manner that meets our needs.” Participant 1 agreed and noted, “I think that it is quite challenging for them to understand us, apart from very few of them who make an effort to understand your problem if you talk to them”.

Participants also reported a lack of interaction between them and their lecturers. They added that when there was interaction, it focused on academic discussions and matters, and participants reported feeling as if the instructors did not want to address or were uncomfortable addressing students’ visual impairments. In this regard, Participants 6, 7, and 8 noted that even though people with disabilities typically ask their lecturers to treat them in the same manner as they treat their non-disabled counterparts, lecturers typically fail to include them in classroom activities. In this regard, Participant 3 said, “During class discussions, I have always felt excluded. It almost feels as if the lecturer doubts that we know anything. We find ourselves having to constantly ask the teachers to treat us like our able-bodied counterparts.” Participant 4 shared his perception that, although he was confident of his ability to participate in activities and represent his class, lecturers hesitated to assign responsibilities to him as a result of his visual impairment. He added that this led to instructors excluding him from class discussions, perhaps assuming that he would not know much. In Participant 7′s words, “The moment lecturers discover that teaching visually impaired students will be a challenge, we, as students with disabilities, find ourselves at risk of hating education and considering dropping out of school, which destroys our future”.

4.5. Use of Assistive Technology

All participants noted how important technology is in assisting them. However, they also noted that they are prevented from using it because they are intimidated by the fact that they may sometimes not be able to master it. They reported that their lack of confidence comes from a lack of support and training from teachers in using technology at the university, even though computer programs to assist students with disabilities are available. They also reported that staff at the computer lab sometimes do not know how to use the specific software packages (e.g., screen reading software). Many participants indicated that the university lacked adequate assistive equipment and devices. Participants reported that students sometimes had to share equipment that was designed for one person to use. They noted that this can result in delays, either in accessing materials or in completing assignments. Participants also reported that there is often inadequate equipment available to address their needs and that what is available is either inappropriate or does not work as expected.

4.6. Examinations and Evaluations

Most participants reported that they were confident in their abilities and performance in academic settings. Nonetheless, they noted that their performance was often negatively affected by obstacles related to their visual impairment. However, several participants also reported that they sometimes doubt their abilities. For instance, several participants reported that they sometimes depend on student volunteers and librarians to locate and access reference materials that have not been translated into Braille or recorded on an audio recorder. They noted that this is a time-consuming process, which requires careful management as they are typically not given preferential treatment when it comes to evaluation. These participants added that this sometimes results in them performing poorly on examinations or delays in assignment completion. They lament that this poor performance cannot be attributed to the fact that they are visually impaired, but rather that they do not have sufficient study materials, including textbooks and lecture notes published in accessible formats such as Braille or audio-recorded materials. They reported that this results in them spending more time and effort studying than their able-bodied counterparts. For example, Participant 2 commented, “How are we expected to perform well compared to our counterparts without visual impairment when we do not have access to many resources that they have, and we lack the required training and support, and we are supposed to perform like anyone else? We need justice and objectivity.”

To this observation, Participant 5 added, “We, as students with visual impairments, require more time to complete assessments, increased examination time, or need to be provided with assistance. There are times when some lecturers permit more time, but this is not always the case.” Participant 8 said, “Usually, I turn in my assignments late, and this can be discouraging because of the shame associated with continuously asking for extensions, and you are afraid that lecturers will start to think that you are lazy.”

4.7. Infrastructure, Movement, and Transportation

All participants commented on the need to design buildings that ensure easy access for students with visual disabilities so that they do not face impediments when moving around the campus or using its facilities. In relation to this, Participant 5 said, “University infrastructure is not sufficiently equipped to address the needs of students with visual impairment.” Participant 6 agreed and added, “While I like moving around campus, my poor eyesight makes it a challenge to go to the main library or other departments as a result of challenges with movement and the lack of appropriate elevators that allow students with disabilities to move more freely”.

The participants indicated that their university did provide students with transport facilities. Nonetheless, participants said that university buses were usually full, making it challenging for them to find seats. They noted that, regarding transport in and around campus, few special considerations were provided for students with disabilities. The participants said that while the front seats were, in certain cases, reserved for students with disabilities, these seats were often occupied by students who did not have disabilities. They noted that in these environments, it is challenging for students who are visually impaired to use buses comfortably.

4.8. Integration and Dealing with Others

Even though all participants agreed that there is integration of people with disabilities to a certain level in society, they also reported varying perceptions of the level and success of this integration. Some reported that they were fully integrated into society, whereas others said their level of integration needed to be improved. For instance, Participant 7 said, “I study with students who do not have a visual impairment, and I believe this is desirable because I feel included. This also means that we are fully integrated into the university community and have the same rights as everyone else. When we ask for certain services, they assist us, and sometimes, we help them. We assist each other where we can. I have never experienced any challenges at all.” Participant 8 added, “We are integrated with our non-disabled colleagues, and sometimes they assist us in our studies when we do not yet have our notes. They do this by reading their notes to us so that we have a general idea of the content covered in the different subjects we study. This makes me feel completely included.”

Among the participants who indicated that they were not satisfied with the level of integration, they said that behavioral issues and bias impeded their integration. They also mentioned other barriers, including that many people did not understand disabilities, generally, or visual impairment, specifically. This is coupled with negative attitudes relating to disability. Participants also reported the belief that communities often fail to understand the principles of inclusion. For example, Participant 1 said, “Visual impairment results in restrictions on the quality and level of interaction between the individual with a visual disability and the one who does not.” To this, Participant 2 added, “I think some students believe that to be able to speak to someone, a person needs eye contact. So, when they talk to someone who does not see them, I think there is not much stimulation, which makes integration challenging.”

Participants provided examples of situations in which they had not been accepted by fellow students and lecturers. The participants also mentioned that it is rare for a student with visual impairment to be elected to a position of leadership, such as on the Student Representative Council, except if the position is to be the representative of students with disabilities. Other participants agreed and noted that they were often treated as if they were different or inferior to others. In this regard, Participant 3 said he is more comfortable when dealing with other visually impaired students compared to those who are not. Participant 4 agreed and added, “When in the company of another visually impaired individual, I feel free. We are comfortable to discuss and share everything. However, when in the presence of sighted people, I do not feel free. This is the reason why I never talk that much with fully-sighted people. I am very influenced by the community of visually impaired individuals.” Participant 6 added, “The university community is becoming progressively inclusive over time. This is because people are gradually becoming used to the presence of students with visual impairments at universities”.

4.9. Challenges to Students’ Social and Academic Lives

All participants agreed that the absence or loss of vision had an impact on their lives. Nonetheless, the majority highlighted the fact that the impact was not necessarily caused by visual impairment but by the types of behavioral, social, and other barriers faced by people with visual impairment. This resulted in some participants viewing disability as a shameful trait that makes them less important compared to their peers who do not have visual impairment. They said this sometimes leads them to isolate themselves socially from other students, especially students without disabilities. Regarding their academic lives, participants reported that visual impairment impacted their ability to read, write, and conduct research. To mitigate these challenges, they noted that they developed alternative skills and used assistive technologies where available. Participants reported that they need support to participate in class and follow lectures together with assistive technology, including software that can convert text into sound (i.e., screen reading software). Another technology participants addressed is Braille writing techniques to develop creativity and resilience skills and to boost their abilities to adapt to the surrounding environment so that they can attain their personal and academic ambitions. This is an especially pertinent observation if one considers that these students often struggle to participate in cultural and social activities because of environmental obstacles in communication and transportation. In this regard, Participant 4 said, “Every time I see signs that one of my lecturers is indifferent regarding my work, I tend to start neglecting my work and that lecturer because I am worried he will say bad things about me if I make him angry—that there may be problems because he is my lecturer. This makes me so careful what I say to the extent that I give up some of my rights so that I do not trigger a clash that may lead to challenges with him”.

Participant 3 reported, “I often face challenges when dealing with the behavior of others while studying, which leaves me feeling marginalized. This is an undesirable feeling that negatively impacts my psychology and results in me selecting to isolate.” Participants 1 and 2 indicated that they do not appreciate it when classmates show sympathy towards them. They added that they are sometimes bothered by the questions that classmates and teachers ask regarding their disability, which sometimes reduce their feelings of dignity.

Some participants said that there were times when they felt that they were either receiving negative attention or being looked down upon. In this regard, Participant 5 said, “When I talk, others in class think it is unusual and clap their hands. For example, when I had just got here, they would clap their hands every time I answered a question. Some would congratulate me when we leave the class following a lecture. However, this surprises me because able-bodied people have answered questions in class but never get congratulated. I find this very frustrating.” Participant 4 added, “A lot needs to change in our society before people with visual impairment can achieve their full potential”.

Just as the participants indicated that there were negative effects of learning with visual impairment in Saudi Arabian universities, they also noted a number of positive effects. Generally, the participants expressed confidence in themselves and in their abilities. They acknowledged that there were limitations to what they could achieve as a result of the interaction between their disabilities and the social barriers they encountered. However, they emphasized that if they were provided with a fair chance, they could achieve what everyone else could. An example of the positive effects was mentioned by Participant 7, who said, “I got a chance to learn new skills and things.” Asked to give an example, he talked about his ability to use a computer. In the same vein, Participant 8 said, “I believe in myself and my abilities, and I have always known that I can accomplish good results.” He also spoke about the role of assistive technologies and how they helped improve his ability to multitask, which, in the process, improved his performance. Participants indicated that when fellow students and lecturers saw them performing well academically and being able to independently move around the campus, participating in day-to-day things that everyone else does, their attitude towards them changed and became more positive. Several participants also noted that they appreciated the social groups around them and were proud of their ability to establish robust connections.

4.10. Support Mechanisms

With regard to support mechanisms that can be implemented to improve the experiences of students with visual impairment, participants reported that as people living with this condition, they face challenges related to independence when going to and coming back from lectures. They noted that one way of improving this is to provide detailed timetables so that students have adequate time to plan their mobility and ensure that the environment is as accessible as possible. In relation to this, Participant 8 suggested that it is important to train lecturers in how to interact with students with visual impairment so that they can provide such students with the support they need, which can go a long way toward ensuring that such students can be as independent as possible and use assistive technology where the need arises. Participants 6, 7, and 8 added that universities should have permanent lecturers able to instruct and support students with visual impairment. They also emphasized the fact that students with disabilities are not looking for pity but rather assistance and support. Participant 4 highlighted this opinion, “We are looking for materials and tools to make it more comfortable when interacting and attending lectures.” Participant 7 and 8 agreed that their friends helped them a lot by reading books and notes to them or recording these for later use.

Generally, participants agreed that even though they face difficulties, there are many efforts to ensure that their educational experience is positive. They also added that there seems to be a willingness by the university to assist them in achieving their goals. Participants added that there are several ways in which the university’s educational environment can be improved to be more suitable for students with visual impairment. They agreed that students with visual impairment can benefit from assistive technology, spaces designed in a manner that permits free movement, making suitable study materials available, and providing training to teachers on how they can more effectively interact with students with visual impairment, both inside and outside the classroom. Participants in the present study emphasized the importance of help in adapting to the university environment and achieving their personal and academic goals, encouraging a culture of inclusion and solidarity, where diversity is appreciated and every individual’s rights are respected, including those of students with visual impairment. Finally, the participants noted that it is important to listen to their needs and to communicate with them to effectively improve the educational environment.