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UNIVERSITY OF KWAZULU-NATAL
Promoting Inclusive Learning through Universal Design of Instruction (UDI): Exploring
the Potential of UDI to Enhance Learning for Students with Visual Disabilities in the
Classroom
By
Jayshree Singh
209538421
A Thesis submitted in fulfilment of the requirements for the degree of Doctor of Education
School of Education at the College of Humanities
Supervisor: Dr. Sachin Suknunan
Year of submission 2022
I, JAYSHREE SINGH
, declare that
(i) The research re
ported in this thesis, except where otherwise indicated, is my original
research.
(ii)
This thesis has not been submitted for any degree or examination at any other university.
(iii)
This thesis does not contain other persons’ data, pictures, graphs or other inform
unless specifically acknowledged as being sourced from other persons.
(iv)
This thesis does not contain other persons’ writing, unless specifically acknowledged as
being sourced from other researchers. Where other written sources have been quoted,
then:
a)
their words have been re
has been referenced:
b)
where their exact words have been used, their writing has been placed inside
quotation marks, and referenced.
(v)
This thesis does not contain text, grap
unless specifically acknowledged, and the source being detailed in the thesis and in the
References sections.
Signature:
ii
Declaration
, declare that
ported in this thesis, except where otherwise indicated, is my original
This thesis has not been submitted for any degree or examination at any other university.
This thesis does not contain other persons’ data, pictures, graphs or other inform
unless specifically acknowledged as being sourced from other persons.
This thesis does not contain other persons’ writing, unless specifically acknowledged as
being sourced from other researchers. Where other written sources have been quoted,
their words have been re
-
written but the general information attributed
has been referenced:
where their exact words have been used, their writing has been placed inside
quotation marks, and referenced.
This thesis does not contain text, grap
hics or tables copied and pasted from the Internet,
unless specifically acknowledged, and the source being detailed in the thesis and in the
ported in this thesis, except where otherwise indicated, is my original
This thesis has not been submitted for any degree or examination at any other university.
This thesis does not contain other persons’ data, pictures, graphs or other inform
ation,
This thesis does not contain other persons’ writing, unless specifically acknowledged as
being sourced from other researchers. Where other written sources have been quoted,
written but the general information attributed
to them
where their exact words have been used, their writing has been placed inside
hics or tables copied and pasted from the Internet,
unless specifically acknowledged, and the source being detailed in the thesis and in the
iii
Acknowledgement
This thesis was a culmination of a journey toward a PhD qualification that was accomplished
through encouragement, dedication, hardships, endurance, trust and commitment. As I find
myself experiencing fulfilment, I realised that a great many people, including family and friends,
have contributed to this huge achievement.
I acknowledge that my accomplishment in completing a major research study was made possible
through the divine intervention of the almighty Trinity of Hinduism. Salutations and obeisance
to Thee Lord Brahama, Vishnu and Shiva and to the divine mother Saraswathi (the Goddess of
Knowledge and Education) at whose lotus feet I lay my reverence.
I dedicate this study to my parents, Mrs Sherine Munoobhai and the late Mr Nundkumar
Munoobhai, who raised me with selfless love and sacrifice that shaped my life. I salute you for
supporting my every decision and giving me the liberty to choose what I desired. Your stringent
values and morals that guided me through my ventures helped me grow into the person I am
today. You taught me that prosperity has no limits and I hope that the heights I have reached
today meet your expectation.
At this moment, I am greatly indebted to my research supervisor, Dr. Sachin Suknunan to
whom there are no words to express my gratitude. This study would not have been possible
without his guidance, involvement and dedication throughout the study. Under his supervision, I
successfully overcame many difficulties. His zeal for perfection and unflinching determination
inspired me to go beyond my limits. He has been the pillar of strength that saw me through to the
end. Thank you for the greatest research experience and for truly believing in me. You taught me
endurance and professionalism and inspired me to be more. Thank you for accompanying me to
the finish line. I thank you from the bottom of my heart and will be indebted to you for a
lifetime.
This study was motivated by students with visual disabilities. My heartfelt thanks go out to the
participants of the study whose contribution enabled me to attain my set objective and
accomplish my vision. I hereby convey my utmost appreciation to each of you and pray that this
study will benefit you and those after you in your quest for educational equality and liberation.
Special thanks:
- I greatly acknowledge the support I received from Mr. Nevil Balakrishna, the Disability
Coordinator for the Howard College and Medical School Campuses at UKZN. My
heartfelt appreciation goes out to him for his involvement in my study. His exceptionally
high level of knowledge and passion for the empowerment of persons with disabilities set
the foundation for my study. I am grateful for his positive reinforcement, valuable advice
and encouragement throughout the research which led to the successful completion of the
study. Thank you for being a true friend and supporting me through the years.
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- Dr Ashley Subbiah: My appreciation for all your efforts in facilitating the participation
of a broad spectrum of respondents for my sample set. You played a pivotal role in
enabling the data collection process during an unprecedented time in our global history.
You made it possible to carry out a study in the midst of a pandemic against all odds.
Thank you for opening my eyes to your perspective.
- Mr. Deepak Singh: My sincere thanks for offering your excellence in the field of
quantitative statistics. Thank you for your timely efforts and contributions that helped
make this study as precise and effective as it turned out to be. My sincere appreciation to
you for your outstanding work that added significant value to my study.
- I am especially grateful to my editor Mrs. Mercillene P Mathews who came through for
me at the very last moment. Your timing was impeccable. Thank you for helping me
communicate my ideas with clarity and precision and for fine-tuning the prose in my
dissertation until it gleamed.
Special thanks to family and friends:
- I owe thanks to a very special person in my life, my husband Ashwin Singh for his love,
support and understanding as I pursued the PhD. He provided me with the environment
that made the completion of the thesis possible. Knowing that he was here with me
through it all was most reassuring. When the journey got tough, he helped me keep things
in perspective. I greatly value his contribution and deeply appreciate his belief in me.
- I am fortunate to lovingly acknowledge my children Yashna, Sinha and Tahir. Thank
you for giving me a reason to never give up. I hope I have set a standard that you will
endeavor towards in your journey in life. I have taught you that there is no ceiling to
success and now that I have completed this major project, I hope you have gained from
the experience. I believed that the only way to be a good parent was to be the success I
wanted to see in you. I consider myself the luckiest in the world to have a lovely and
caring family standing by my side with their love and unconditional support.
- I would like to thank my sister Asha Santhilal for her encouragement and for being the
one I could count on for the conscientious advice and sisterly concern that helped me
persevere and complete the thesis.
- My heartfelt regard goes out to my siblings Kervin Nundkumar and Sharika Punwasi
from the Big City (Johannesburg). Although you were afar, your love and moral support
was felt as you cheered me on this exquisite journey toward the first-ever PhD in the
family.
- I am grateful to my dear friends Anand and Karishma Veeriah whose friendship I value
and appreciate. They were there during the happy and difficult moments and motivated
me throughout the tenure of this study.
v
Acronyms and Abbreviations
ADA Americans with Disabilities Act
AHEAD Association on Higher Education and Disability
AIFO Amici di Raoul Follereau
CPED Centre on Post-secondary Education and Disability (United States)
DBE Department of Basic Education
DMU De Montford University
DOH Department of Health
DPI Disabled Peoples’ International (Italia)
DSU Disability Support Unit
HE Higher Education
HEI Higher Education Institution
HEOA Higher Education Opportunities Act
IT Information Technology
KZN
KwaZulu-Natal
LDCs Least developed countries
MOOCs Massive Online Open Courses
NICD National Institute of Communicable Diseases
NSFAS National Student Financial Aid Scheme
POE Post Occupancy Evaluation
PWDs Persons with disabilities
RTI Responsiveness-to-intervention
SWDs Students with Disabilities
SWVDs Students with Visual Disabilities
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UCONN University of Connecticut
UCT University of Cape town
UD Universal Design
UDI Universal Design of Instruction
UK University of Kentucky
UKZN University of Kwazulu-Natal
UNCRPD United Nations Convention on the Rights of Persons with Disabilities
WHO World Health Organisation
vii
Abstract
Globally, there is an abundance of research on the Universal Design of Instruction for students
with visual disabilities in universities in developed countries, yet there remains a paucity of such
research and practice in a South African setting. There has been a steady increase in the number
of students with disabilities in Higher Education Institutions in South Africa, with a significant
number of students with visual disabilities. The study therefore capitalised on this gap and
examined the potential of the Universal Design of Instruction to promote epistemological access
for students with visual disabilities in the classroom within a Higher Education setting in order to
maximise learning outcomes. The study was conducted at the University of KwaZulu-Natal,
which has the highest number of students with disabilities in the country. At the time of the
study, the institution had approximately 709 students with disabilities, with a total of 204
students with visual disabilities. The study was underpinned by applicable theoretical
frameworks which included Systems Theory, Maslow's Hierarchy of Needs, Sen's Capability
Approach and the Social Model of Disability. A mixed-methods approach was instituted for in-
depth research. A census approach was utilised for the quantitative component of the study,
which entailed distributing a questionnaire to all students with visual disabilities and those that
responded became the sample. The qualitative aspect entailed in-depth interviews with students
with visual disabilities and purposive sampling was utilised. The analysis was done using the
Statistical Package for the Social Sciences (SPSS 21 Quantitative) and NVIVO 12 (Qualitative)
respectively, which produced an array of descriptive and inferential statistics. The results
affirmed the dire lack of Universal Design of Instruction in the classroom, which negatively
impacted on students with visual disabilities and created barriers to learning. Academic
achievement was hence compromised and students felt excluded. The findings clearly indicate
that the implementation of the Universal Design of Instruction can alleviate barriers to learning
and promote academic outcomes. Through the findings, a conceptual Universal Design of
Instruction model for the classroom was proposed, supported by correlations and the lived
experiences of students with visual disabilities. Recommendations include high-level
interventions, inclusive of Universal Design of Instruction being on the Executive Management
Agenda, policy re-formulation, specialised Universal Design of Instruction Committees inclusive
of voices of students with visual disabilities, and the re-conceptualisation of classroom and
learning spaces. Future research, amongst others, generated from this study can include
comparative studies of this nature with other South African Higher Education Institutions, as
well as the gaps between developed and developing countries in terms of the Universal Design of
Instruction in the classroom.
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Table of Contents
Declaration ...................................................................................................................................... ii
Acknowledgement ......................................................................................................................... iii
Acronyms and Abbreviations ......................................................................................................... v
Abstract ......................................................................................................................................... vii
Table of Contents ......................................................................................................................... viii
List of Tables ............................................................................................................................. xxiii
List of Figures ............................................................................................................................. xxv
Chapter One .................................................................................................................................... 1
Introduction and Problem Statement ...................................................................................... 1
1.1 Introduction .................................................................................................................. 1
1.2 The Problem Statement ................................................................................................ 1
1.3 Preliminary Literature Review and Background .......................................................... 6
1.4 Motivation for the Study............................................................................................... 9
1.5 Importance of the Topic ............................................................................................. 10
1.6 Aims............................................................................................................................ 10
1.7 Objectives of the Study............................................................................................... 11
1.8 Research Questions..................................................................................................... 11
1.8.1 The Main Research Question .............................................................................. 11
1.8.2 Sub-Questions ..................................................................................................... 11
1.9 Significance of the Study ............................................................................................ 12
1.10 Theoretical Frameworks underpinning the Study ...................................................... 12
1.10.1 Paradigms, Ontology and Epistemology of the Study ........................................ 14
1.11 Research Methods / Approach to Study ..................................................................... 14
1.11.1 Population............................................................................................................ 15
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1.11.2 Data Collection Methods and Instruments .......................................................... 16
1.12 Data Analysis .............................................................................................................. 17
1.12.1 Quantitative ......................................................................................................... 17
1.12.2 Qualitative ........................................................................................................... 17
1.13 Ethical Considerations ................................................................................................ 17
1.14 Contribution of the Study ........................................................................................... 18
1.15 Chapter Overview ....................................................................................................... 18
1.16 Chapter Summary ....................................................................................................... 20
Chapter Two.................................................................................................................................. 21
Literature Review .................................................................................................................... 21
2.1 Introduction ................................................................................................................ 21
2.2 Defining Key Concepts and Terminology .................................................................. 22
2.3 Universal Design of Instruction (UDI) ....................................................................... 26
2.4 A Comparative Overview of UDI in Developed and Developing Countries ............. 29
2.4.1 UDI in Developed Countries ............................................................................... 30
2.4.1.1 De Montfort University- United Kingdom (UK) ............................................ 30
2.4.1.2 The United States............................................................................................. 33
2.4.1.3 Kentucky .......................................................................................................... 33
2.4.2 Universal Design of Instruction in Developing Countries .................................. 35
2.4.2.1 Japan ................................................................................................................ 35
2.4.2.2 India ................................................................................................................. 37
2.4.2.3 Kenya ............................................................................................................... 38
2.4.2.4 South Africa ..................................................................................................... 38
2.5 The Complexities Relating to UDI and its Implementation across Higher Education
Curricula ................................................................................................................................ 40
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2.6 A Legislative Context ................................................................................................. 43
a) Inclusive Education and Individuals with Visual Impairment ........................ 43
2.6.1 UKZN Policy on Staff and Students with Disabilities ........................................ 52
2.7 Visual Impairment and the Mainstream University Experience ................................ 55
2.7.1 Students who are Blind ....................................................................................... 58
2.7.2 Students who are Partially-Sighted ..................................................................... 59
2.7.3 The Impact of Visual Impairment on Learning ................................................... 60
2.7.4 The Success of Teaching and Learning in the Classroom .................................. 61
2.7.4.1 Strategies for SWVDS within the Inclusive Classroom .................................. 62
2.8 The Importance of Technology in Broadening Access to SWVDs ............................ 67
2.8.1 Wide-scale Implementation of Technology ........................................................ 68
2.8.2 Flexibility and Accessibility of Design: Remote Learning ................................. 69
2.8.3 Critique of Technology ....................................................................................... 70
2.8.4 Massive Open Online Courses (MOOCs) ........................................................... 72
2.9 Proposed Strategies for SWVDs in the Classroom .................................................... 75
2.9.1 Early Intervention ................................................................................................ 76
2.9.2 Variations in Visual Impairment ......................................................................... 77
2.9.3 Intervention Strategies to Cope with Mainstream University ............................. 78
2.9.4 Exploring the Characteristics of Persons with Visual Impairment ..................... 80
2.10 The Impact of COVID-19 on the South African Education System .......................... 81
2.11 Narratives from the International White Cane Day at UKZN .................................... 83
2.11.1 The Common Courtesy to Help Remove the Stigma of Blindness ................. 85
2.12 Disability Online Research and Practice Indaba 2020 ............................................... 86
2.13 Chapter Summary ....................................................................................................... 88
Chapter Three................................................................................................................................ 90
xi
Theoretical Frameworks Underpinning the Study .............................................................. 90
3.1 Introduction ................................................................................................................ 90
3.2 The Aim of the Study in Relation to the Theoretical Frameworks ............................ 90
3.3 The Ontological and Epistemological Position of the Researcher ............................. 92
3.4 Theoretical Frameworks ............................................................................................. 95
3.4.1 Social Model of Disability .................................................................................. 95
3.4.1.1 Social Constructionism .................................................................................... 96
3.4.1.2 Interaction of SWVDs, Lecturers and other Students in the Classroom ......... 98
3.4.1.3 Attitudinal Change of Lecturers and Other Students..................................... 100
3.4.1.4 Re-conceptualise the Experience of Impairment ........................................... 101
3.4.1.5 Critique of the Social Model ......................................................................... 103
3.4.2 Maslow's Hierarchy of Needs Model ................................................................ 104
3.4.2.2 Self-actualisation ........................................................................................... 107
3.4.2.3 Esteem Confidence in Abilities ..................................................................... 108
3.4.2.4 Belonging and Motivation ............................................................................. 109
3.4.2.5 Basic Need Satisfaction ................................................................................. 111
3.4.2.6 Critique of Maslow's Model .......................................................................... 112
3.4.2.7 The Application of Maslow's Model in Other Studies .................................. 113
3.4.3 Systems Theory ................................................................................................. 114
3.4.3.2 Relationships between SWVDs and Other Students and Lecturers in the
Classroom ..................................................................................................................... 115
3.4.3.3 Reciprocity (give-and-take actions) ............................................................... 116
3.4.3.4 Holistic approach ........................................................................................... 118
3.4.3.5 Shared Responsibility .................................................................................... 120
3.4.3.6 Critique of Systems Theory ........................................................................... 121
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3.4.3.7 Application of Systems Theory in Other Studies .......................................... 122
3.4.4 The Capability Approach .................................................................................. 124
3.4.4.2 Enhancing Individual Freedom ..................................................................... 124
3.4.4.3 Expanding Capabilities (Enhance capabilities) ............................................. 127
3.4.4.4 Capability Means the Opportunity to Select.................................................. 129
3.4.4.5 Equity............................................................................................................. 131
3.4.4.6 Inclusive Education System ........................................................................... 132
3.4.4.7 Application of Sen's Capability Approach in Other Studies ......................... 134
3.5 The Amalgamation of Select Models of Disability .................................................. 135
3.6 The Proposed Model ................................................................................................. 136
3.7 Chapter Summary ..................................................................................................... 137
Chapter Four ............................................................................................................................... 138
Research Methodology .......................................................................................................... 138
4.1 Introduction .............................................................................................................. 138
4.2 Research Questions and Objectives of the Study ..................................................... 138
4.2.1 Research Questions ........................................................................................... 138
4.2.2 Objectives .......................................................................................................... 139
4.3 Research Methods / Approach to Study ................................................................... 139
4.3.1 Research Design ................................................................................................ 139
4.3.2 Validity, Reliability and Rigour ........................................................................ 140
4.3.3 Location of the Study ........................................................................................ 141
4.3.4 Population and Sampling .................................................................................. 141
4.3.4.1 Recruitment of Study Participants ................................................................. 142
4.3.5 Data Collection Methods and Instruments ........................................................ 143
4.3.5.1 Construction of the Instrument ...................................................................... 143
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4.3.6 Pre-testing and Validation of the Research Instrument ..................................... 146
4.3.7 Data collection and Response Rate ................................................................... 146
4.3.7.1 Storage ........................................................................................................... 148
4.3.8 Data Analysis .................................................................................................... 149
4.3.8.1 Quantitative ................................................................................................... 149
4.3.8.2 Qualitative ..................................................................................................... 150
4.4 Ethical Considerations .............................................................................................. 150
4.5 Chapter Summary ..................................................................................................... 152
Chapter Five ................................................................................................................................ 154
Qualitative Analysis and Discussion .................................................................................... 154
5.1 Introduction .............................................................................................................. 154
5.2 Definition of Key Qualitative Techniques ................................................................ 154
5.3 Analysis and Generation of Themes ......................................................................... 160
5.4 Biographical Details of Interviewees ....................................................................... 161
5.4.1 Age .................................................................................................................... 161
5.4.2 Year of Study .................................................................................................... 161
5.4.3 Course of Study ................................................................................................. 162
5.4.4 College of Study ................................................................................................ 162
5.4.5 Campus .............................................................................................................. 163
5.4.6 Nature of Disability ........................................................................................... 163
5.5 Theme One-Classroom Experiences of Students with Visual Disabilities ............... 164
5.5.1 Positive Experiences ......................................................................................... 165
5.5.1.1 Disability Support Unit .................................................................................. 165
5.5.1.2 Online (current and previous thinking) ......................................................... 171
5.5.1.3 Access Programme ........................................................................................ 172
xiv
5.5.1.4 Achievement .................................................................................................. 172
5.5.1.5 Adaptive Software ......................................................................................... 173
5.5.1.6 Certain Academics ......................................................................................... 173
5.5.1.7 Hearing versus Reading ................................................................................. 174
5.5.2 Challenges and Negative Experiences .............................................................. 175
5.5.2.1 Attitude .......................................................................................................... 175
5.5.2.2 Course Content .............................................................................................. 185
5.5.2.3 Tests and Exams ............................................................................................ 192
5.5.2.4 Lecture Venue ................................................................................................ 193
5.5.3 Group Work....................................................................................................... 196
5.5.3.1 Exclusion ....................................................................................................... 196
5.5.3.2 Other Related Problems Faced by SVWDs when Working in Groups ......... 198
5.5.4 Impact on Studies .............................................................................................. 199
5.5.4.1 Time-Consuming ........................................................................................... 200
5.5.4.2 Depression ..................................................................................................... 201
5.5.4.3 Feeling of Exclusion/ Lack of Energy to go on/ Frustration ......................... 202
5.5.4.4 Performance ................................................................................................... 204
5.5.4.5 Failure ............................................................................................................ 204
5.5.4.6 Withdrawing from Modules / Avoiding Class/Medical and Hospitalisation 206
5.5.5 Current coping mechanisms in the classroom ................................................... 207
5.5.5.1 Recording....................................................................................................... 207
5.5.5.2 Devices/Moodle/Photos ................................................................................. 208
5.6 Theme Two-Improvement and Recommendations .................................................. 209
5.6.1 Awareness, Communication and Recognition .................................................. 210
5.6.1.1 Awareness and Understanding ...................................................................... 210
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5.6.1.2 Lecturers need to Understand Difficulties ..................................................... 213
5.6.1.3 Communication ............................................................................................. 214
5.6.1.4 Able-bodied Students .................................................................................... 216
5.6.2 Academic Material ............................................................................................ 219
5.6.2.1 Planning Ahead- Alternate Formatsand Accommodation ............................. 220
5.6.2.2 Compatible Lecture Content .......................................................................... 223
5.6.2.3 Tutorials and Extra Classes/ Training for Practicals ..................................... 224
5.6.2.4 Online Continuation ...................................................................................... 225
5.6.3 Support .............................................................................................................. 226
5.6.3.1 Devices .......................................................................................................... 226
5.6.3.2 Disability Services Unit (DSU) ..................................................................... 229
5.6.3.3 Psychologists and Counsellors ...................................................................... 230
5.6.3.4 Assignment Checking .................................................................................... 231
5.6.3.5 Reformatting Office ....................................................................................... 232
5.6.3.6 Have Staff with Visual Impairments ............................................................. 232
5.7 Theme Three: UDI Compliance, Factors and Implementation ................................ 233
5.7.1 UDI Compliance ............................................................................................... 234
5.7.1.1 Lack of Compliance ....................................................................................... 234
5.7.2 UDI Incorporation - Enhance Learning in the Classroom for SWVDs ............ 240
5.7.2.1 Access ............................................................................................................ 241
5.7.2.2 Equity and Equality ....................................................................................... 243
5.7.2.3 Better Academic Performance ....................................................................... 246
5.7.2.4 Attendance and Throughput .......................................................................... 247
5.7.2.5 Knowledge gain/ Focus and Understanding .................................................. 248
5.7.3 Factors for the Implementation of UDI to Promote Inclusive Learning ........... 249
xvi
5.7.3.1 Possibility of UDI to be Implemented at the University ............................... 249
5.7.3.2 Accessible Course Design ............................................................................. 253
5.8 Theme Four: Frameworks ........................................................................................ 257
5.8.1 University to Change its Perceptions to Incorporate UDI................................. 258
5.8.1.1 Understanding ................................................................................................ 258
5.8.1.2 Voice of SWVD............................................................................................. 259
5.8.1.3 Awareness/ Empowerment ............................................................................ 260
5.8.1.4 Research ......................................................................................................... 262
5.8.1.5 Planning/ Advocacy ....................................................................................... 263
5.8.2 Working Collaboratively as a System will Enhance Learning for SWVDs ..... 264
5.8.2.1 Standardised systems/ Cross-discipline ......................................................... 264
5.8.2.2 Collective Efforts ........................................................................................... 266
5.8.2.3 Common Understanding ................................................................................ 266
5.8.2.4 Build Awareness ............................................................................................ 267
5.8.2.5 Disability Services Unit/Efficiency ............................................................... 268
5.8.3 UDI enhances Capabilities in the Classroom .................................................... 269
5.8.3.1 Performance ................................................................................................... 269
5.8.3.2 Confidence ..................................................................................................... 270
5.8.3.3 Inclusiveness .................................................................................................. 272
5.8.3.4 Focus Shift/Opportunity ................................................................................ 273
5.8.3.5 Minimal Anxiety/ Self Reliance and Capability ............................................ 274
5.8.4 Principles of UDI - Sense of Belonging and Achievement ............................... 275
5.8.4.1 Inclusivity ...................................................................................................... 275
5.8.4.2 Achievement .................................................................................................. 276
5.8.4.3 Equity............................................................................................................. 277
xvii
5.8.4.4 Self Esteem .................................................................................................... 278
5.8.4.5 Confidence /Participation/ Awareness........................................................... 278
5.9 Chapter Summary ..................................................................................................... 279
Chapter Six.................................................................................................................................. 281
Quantitative Analysis and Discussion ................................................................................. 281
6.1 Introduction .............................................................................................................. 281
6.2 The Sample ............................................................................................................... 281
6.3 The Research Instrument .......................................................................................... 281
6.4 Reliability Analysis .................................................................................................. 282
6.5 Descriptive Statistics ................................................................................................ 283
6.5.1 Biographical ...................................................................................................... 283
6.5.1.1 Age and Gender ............................................................................................. 283
6.5.1.2 Age Group Explanation ................................................................................. 284
6.5.1.3 Nature of Disability ....................................................................................... 285
6.5.1.4 Campus and College ...................................................................................... 285
6.5.1.5 Year of Study ................................................................................................. 286
6.5.1.6 Race ............................................................................................................... 287
6.6 Section Analysis ....................................................................................................... 287
6.6.1 Experiences of Students with Visual Disabilities in Coping with Current
Teaching Practices in the Classroom ............................................................................... 288
6.6.1.1 Familiarity with UDI ..................................................................................... 288
6.6.1.2 The Rate of UKZN’s Compliance with the Principles of UDI in their
Classroom Environment ............................................................................................... 288
6.6.1.3 The Rate at which the 7 Principles of UDI are being met in the Classroom . 290
6.6.1.4 Current Learning Experiences in the Classroom ........................................... 291
6.6.1.5 Group Work ................................................................................................... 292