This research sought to determine the challenges faced by visually impaired students of Mass Communication at the University of Nigeria, Nsukka. It also examined how inclusion in areas such as curricular and facilities can be applied to address these challenges. The study employed the qualitative research methods of in-depth interview and personal observation in collecting data. The interview
... [Show full abstract] guide was the instrument for data collection. The study was anchored on Vygotsky's theories of dysontogenesis and social learning. Purposive sampling technique was used to select 25 visually impaired respondents comprising undergraduates and graduates of the department over a 13-year period. Findings revealed that infrastructure was accessed with difficulty by these students and there was high inadequacy of teaching and learning materials, special/assistive technologies, trained staff and funds for the teaching and learning of the visually impaired students. Hence it was recommended that the university, government and other stakeholders take special actions to address the needs of visually impaired students, like installation of screen reading technology on computers in libraries and the establishment of a disability office in the department with specially trained staff to cater to the peculiar needs of the visually impaired.
