An exploratory study of college and university students with visual impairment in Canada: Grades and graduation

Abstract

The purpose of this investigation was to explore predictors and correlates of grades and intention to graduate among junior/community college and university students with visual impairments in Canada, and to compare students with low vision to students who are blind on variables related to academic success. In all, 66 junior/community college and university students with visual impairments (17 blind, 49 with low vision) in Canada completed an online questionnaire inquiring about grades, intention to graduate, and demographic, school-related, and personal aspects. Stepwise regression, discriminant, and correlational analyses of the data revealed that the following variables were associated with better grades and stronger intention to graduate: higher course self-efficacy expectations, greater perceived behavioral control over graduation, reporting a single rather than multiple disabilities, and more favorable attitude toward graduation. Students who are blind and those with low vision did not differ on most variables studied although a much larger proportion of students with low vision reported having additional disabilities. Recommendations are made to enhance course self-efficacy beliefs which include, providing a campus atmosphere that is welcoming, and ensuring that students with visual impairments have adequate opportunities to dialogue with faculty and fellow students. Postsecondary student services professionals need to ensure that workshops which teach study, research, and time management skills are inclusive and accessible to students with visual impairments.