Abstract

In the current research, the lived experiences, challenges, treatment and lifestyle of female
students with visual disabilities have been studied but it is observed that few studies are
available on population targeted in this study. The age- and gender-standardized prevalence of
blindness is about 2.7% of the total population of Pakistan. And in this percentage, increasing
age and being female were significantly associated with being visually impaired (Jadoon et al.,
2021). By considering this, this study explores the experiences and challenges faced by female
students living with visual disabilities. The “Transcendental Phenomenology” approach was
adopted, as it helps in understanding the human experiences. A sample of six participants who
have visual impairments in different age ranges was selected through purposive sampling. The
homogeneity of the sample was maintained by making sure the educational background, years
of disability, and marital status were similar. Visually impaired students lived experiences were
recorded via a semi-structured interview. The interview was transcribed, and thematic analysis
was used for initial coding. The study's recommendations for institutions and policymakers aim
to improve inclusive and encouraging environments for these students.

Keywords: Visual impairments, lived experiences, in-depth interviews, transcendental

phenomenology, challenges
 Chapter: I

Introduction

A disability or impairment is any kind of physical or mental condition that makes it

very hard or sometimes impossible for an individual to participate in certain activities or
socialize with the world. This is a kind of ailment that stops or creates hurdles in the normal
functioning of life. About 15% of the world's population lives with some form of disability, of
whom 2–4% experience significant difficulties in functioning, and this figure is rising, in part
because of population aging and a rise in the frequency of non-communicable diseases. At
some point in their lives, almost everyone will become disabled, either temporarily or
permanently. It is the result of a person's health condition, such as cerebral palsy, Down
syndrome, or depression, interacting with personal and environmental circumstances, such as
unfavorable attitudes, inaccessible public transportation, and a lack of social support (Kumar,
2019).

Everywhere in the world, there are people with disabilities of all ages, genders, races,
and socioeconomic classes. According to the United Nations (2011), 10% of the world's
population, or 650 million people, have some form of physical, mental, or sensory impairment.
Additionally, 3.29 million people in Pakistan have disabilities, according to the 1998
Population Census. According to the Pakistani population census's methodology for defining
disability, this number may vary or change in practice. Disability is a human rights issue
because it causes people to experience a variety of rights violations, such as acts of violence,
abuse, prejudice, and disrespect. These violations often overlap with other types of
discrimination based on age, gender, and other criteria. When attempting to access health care
and healthcare-related services and methods, people with disabilities also encounter obstacles,
stigma, and prejudice (Devkota et al., 2019).

There are 11.6 million blind people in Pakistan. Of this number, 2.3 million have severe
visual impairments. It is considered a major type of impairment because a significant number
of people experience it. Approximately 55% of the 253 million visually impaired people
worldwide are women (139 million). Cataracts cause 130 000 people to lose their vision every
year. Each year, cataracts cause the blindness of 133 000 people. The eye condition known as
cataract impairs vision. Cataracts cause the eye lens to become opaque and the eyesight to
become cloudy, which stops light rays from reaching the retina of the eye (Yelamarthi et al.,

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2010). Vision impairment can also be caused by retinal degeneration, muscle issues, albinism,
corneal illnesses, congenital diseases, and infections.

Theoretical background

To focus on issues related to disabilities, researchers use disability theory. The common
narratives regarding students with disabilities are frequently highlighted by philosophers and
theorists, rather than examining their realities. People who believe that all disabilities should
be treated equally frequently mistreat and discriminate against those who have disabilities
because of the negative stereotypes and attitudes about disabilities that exist. The “disability
theory”, which views disability as a cultural, historical, or social phenomenon rather than a
medical condition that needs to be treated, enables researchers to investigate the causes of
prejudice against people with disabilities. “Critical disability theory” is used by researchers to
examine the many perspectives of people with disabilities. Disability-related prejudice and
social isolation from peers are possible for college students. To better understand the stigma
and difficulties that students with disabilities face in their daily lives, researchers aim to get
first-hand perspectives from these students (Aquino, 2016).

The critical disability theory enables researchers to comprehend the experiences,

viewpoints, limits, and worldview of individuals with disabilities. This theory allows people
to help change society so that people with disabilities, in all of their diversity, can be full
members of society and completely integrated into local communities. Students with
disabilities engage with their peers, instructors, and administration within the social construct.
The needs of students with disabilities are met by colleges and universities, which also
encourage faculty members and administrators to have a favorable attitude toward people with
impairments. Learning outcomes for students with impairments are improved by instructors'
understanding of these individuals. The experiences of people with disabilities are valued
within the social and political environment, according to critical disability theorists, who used
critical disability theory in their research by allowing students with disabilities to express their
views (Dukes et al., 2017).

According to the “medical model of disability”, people with disabilities require unique
needs and care. Disability was viewed as an individual's impairment and was the subject of a
medical model that was individualized in its approach. The medical model relied on a person's
functional limitations rather than physical limitations. This model is helpful for disability
students, as it is beneficial to have a practical understanding of a concept in the field of

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rehabilitation: that disabilities of individuals need to be treated, corrected, or even removed in
order to enjoy a great quality of life. Professionals in health care and social services are the
only ones with the authority to treat or change these situations for disabled people, this model
is sometimes criticized for ignoring environmental components of impairment (Wikipedia
Contributors, 2018).

1.1 Literature Review

Through this literature review, this research paper identified the specific challenges and
difficulties faced by young female students who have visual impairments. How these
implications created hurdles in their lives and can cause serious threats to the normal and
healthy lifestyle of these women. Young teenage females, who are new to this social world,
have to face many challenges like bullying, educational stress, family pressures, financial
stresses, relationship problems, suicidal ideas, etc., all because of factors that are not even
within their control. These following research articles are both indigenous and non-indigenous.

Khalid et al. (2021) carried out research on young students with vision impairment in
Lahore, Pakistan. This qualitative study included a total of 15 female participants, ages 13–18.
The main focus of this study was identifying the types of struggles that students with vision
impairments have to face while giving their public exams.. The researcher developed a semi-
structured interview for data collection from students, and the thematic analysis technique was
used to analyze the data. 13 out of the 15 participants reported that they often depend on others
to take exams due to vision impairment or low vision, so, they feel dependent on the writers.
According to the findings of this report, dependency is represented here as a master theme,
while inadequate policies and the built environment are subordinate. Themes of the students
stated that often they are victims of insufficient policies.

Fletcher and Guthrie (2013) conducted the research study on the experiences of seven
deaf and blind participants through semi-structured interviews. The participants included in
this study were from different deaf-blind community centers and ranged in age from 44 to 88
years. The majority of individuals reported experiencing difficulty with daily life functions,
difficulties with communication; compromised daily activities, and a lack of spontaneity and
independence. The study concluded that the participants had reservations and a lack of
optimism for their future, because they did not know what the future would bring them in terms
of their deafness and the abilities (or inabilities) they would possess.

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 The research study carried out by (Francis & Chiu, 2019) revolved around ways to
maximize the opportunities for students with disabilities like vision impairment, autism,
intellectual disability, hearing loss, etc. to attend institutions of higher education. The main aim
of this research study was to increase knowledge about the students with impairments living in
Taiwan. The researchers used convenience sampling techniques for the recruitment of the
participants and employed a phenomenological approach for this study. The researchers
conducted nine in-depth interviews with 9 participants in total, out of whom three were high
school educators, two university faculty members, three College Resource Room staff
members, and one student with disabilities (muscular dystrophy and visual impairment).
According to the study's findings, there is still a need to figure out the best ways to support
students with disabilities in higher education institutions. This includes ensuring that
environments are accessible, helping faculty members teach diverse students effectively,
providing support to college staff, and helping parents support their children's self-
determination.

1.2 Rationale

The exploration of "the hardships and difficulties faced by blind or visually impaired

female students" is the main goal of this study. Young females who went through different

social challenges and difficulties in their lives because of the disability that they are facing

since their whole life. Moreover, what have they been possibly doing to cope with these

challenges. Many studies revealed that due to their disabilities, the individuals were not

confident, they had low self-esteem issues, lacked socializing and were timid that could

possibly lead towards inferiority complexes.

In the current research, lived experiences, challenges, treatment and lifestyle of female

students with visual disabilities have been studied but it is observed that few studies are

available on population targeted in this study. The age- and gender-standardized prevalence of

blindness is about 2.7% of the total population of Pakistan. And in this percentage, increasing

age and being female were significantly associated with being visually impaired (Jadoon et al.,

2021). So, it is important to know about the future concerns, treatment options, feelings about

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diagnosis and other lived experiences of each age group separately because of multifaceted

presentation of difficulties and challenges of psychosocial life and problems women face.

It is very important to examine the perspective of a young women living with

disabilities like, vision impairment in Pakistan. This research study provides much more

empirical evidence that benefits the social work profession and society by broadening and

deepening the understanding of the stigma that is related with disabilities and may open gates

for improvement in future. Moreover, it also helps the institutes that how can they address the

unique needs of students with disabilities, by hiring trained professional staff and making

special arrangements at institutional level.

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1.3 Objectives

• To identify the risk factors that hold university female students with visual impairment
back, from the successful completion of their education?

• To identify the types of challenges faced by female students with visual impairment.

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1.4 Research Questions
• What are the experiences and challenges of female students with visual disabilities?
• How would a visually disabled female student feel and perceive in academic settings?