Empowering Blind/Visually Impaired (BVI) Students: Strategies for Disability Equity In Social Work Education

Despite social work’s commitment to social justice, blind and visually impaired (BVI) students face persistent barriers in higher education: inaccessible materials, unaccommodating resources on campus, limited faculty training, and ableist assumptions about student capability. Even when enrollment is low or infrequent, the admission of a BVI student often requires institution-wide coordination, highlighting the need for a proactive approach to support, versus the common ad hoc accessibility plan that often is reactive across programs.

Drawing on reflections from educators who have experience in teaching BVI students, the presenters highlight systemic barriers and solutions that arise at the individual, departmental, university, and policy levels. Presenters will discuss the often overlooked accommodations that are required at a micro level for students – impacting their ability to show up in the classroom with the same support as the rest of their peers. Methods to improve student learning at the individual level could include methods such as using online videos with audio captions, planning for tactile materials and handouts, and alternative-text options for notes and photos in class content. Next, presenters will discuss the barriers in place at the department-level that often require extra discussion and accommodations: such as navigating field placements, coordinating with local organizations for required volunteer hours, and clinical role-play courses with restrictive assessments. Finally, presenters will discuss macro-scale ways to advocate and proactively prepare their courses and materials for BVI students: evaluating university-wide policies, strengthening partnerships with on-campus disability services, and expanding community partnerships for future support of BVI students.

This roundtable will begin by using Mentimeter, a collaborative online questionnaire tool, to ask attendees whether they have had BVI students and how they have supported these students in the past. Discussion will then transition into a four-part conversation: student-level support, departmental support, university and community support, and a resource guide. Practical adaptations will be discussed, such as tactile and auditory learning materials, accessible field placements, and collaborative curriculum redesign. Implications for teaching, administration, and policy are considered, with recommendations to promote disability justice, inclusive pedagogy, and equitable learning experiences for BVI students. The presenters will gather attendees’ experiences and suggestions, which will ultimately be added to a collaborative toolkit or suggestion list that will be sent out at the conclusion of the presentation. This roundtable aims to provide actionable strategies that advance accessibility and equity in both research-focused and practice-oriented social work courses. While this toolkit may not be exhaustive, this roundtable is a starting point for an ongoing conversation about inclusive teaching practices and approaches for BVI students and future social workers.