Success among Blind Students in Kenya: The Case of Kenyatta University

Abstract

Notably research effort on education of persons with visual impairments has been expended on primary and secondary schooling. However, the research from which this paper is developed ventured into a relatively less researched area, namely the university education sector as part of a larger study that sought to interrogate outcomes of education for persons with disability. The analysis maintains a positive focus to interrogate the resilient social factors salient in the success stories of the insignificant population of learners with blindness that make it to the University in Kenya. A biographical approach was utilized to document accounts of five female and five male Kenyatta University students at both undergraduate and graduate levels. Data were analysed with help of Atlas ti. The study establishes that forging of social relationships, self advocacy, pursuing a level of independence; social agency and assertiveness reflect the key social strategies of success for blind students who have successfully transitioned to university. It is subsequently recommended that parents and teachers should pursue strong sibling and peer support for learners with blindness to help increase their confidence, influence higher aspirations and increase chances for transition to higher education