The Learning Experiences of Students with Visual Impairments

Abstract

This qualitative research aimed to explore the learning characteristics of students with visual impairments. The key informants were five students with visual impairments enrolled in an inclusive secondary school in Khon Kaen Province. Data were collected through in-depth interviews using semi-structured interview guides, interview record forms, and audio recordings. Data were analyzed based on Gagné’s theory of learning outcomes. The results revealed five types of learning characteristics: (1) intellectual skills, including the ability to discriminate and proficiency in language learning; (2) cognitive strategies, referring to the ability to choose learning methods appropriate to individual limitations; (3) verbal information, demonstrated by the use of personal strategies for recalling factual knowledge; (4) motor skills, reflected in effective development of movement and orientation; and (5) attitudes, referring to positive outlooks toward learning, independent living, and appropriate help-seeking behaviors. These findings highlight that students with visual impairments are capable of developing their learning potential efficiently despite their limitations. Their success is supported by individually tailored learning strategies, strong self-belief, and positive attitudes toward education. This study provides useful insights for designing instructional practices that respond to individual needs and promote effective learning in the context of inclusive education, ultimately contributing to the long-term quality of life and equal access to educational opportunities.