Behind the Braille: Exploring Disability Officers’ Support for Students with Visual Impairment in Ghanaian Universities

Abstract

Students with visual impairments face unique challenges in higher education, particularly in accessing academic content and fully participating in university life. Although Ghanaian universities have made policy-level commitments to inclusion, practical support systems, especially the role of Disability Support Officers, have received limited scholarly attention. This study sought to explore the forms of support that Disability Support provide to students with visual impairments in Ghanaian public universities. This qualitative case study explores how Disability Support Officers facilitate the inclusion of SVIs in two Ghanaian public universities. A census sample of five Disability Support Officers from the University of Education, Winneba, and the University of Cape Coast participated in in-depth semi-structured interviews. Additional data were gathered through document reviews and observations at disability support centres. Thematic analysis guided by Braun and Clarke’s six-phase framework revealed four major themes emerged from the analysis: (1) Transcription Services; conversion of academic materials into Braille and large print and conversion of students brailed work into ink for lecturers; (2) Examination Services; adaptations such as Braille-format exams, extended time, and use of assistive devices; (3) Assistive Technology Support; training students in screen readers and other digital tools; and (4) Orientation and Mobility Training; supporting students to independently navigate campus spaces. Disability Support Officers also provided mentorship, emotional support, and institutional advocacy. Challenges identified included limited assistive technology resources, inconsistent faculty collaboration, and gaps in students' prior ICT training. The study concludes that Disability Support Officers serve as the backbone of inclusive education for students with visual impairment, providing multifaceted support that addresses academic, technological, spatial, and emotional needs. However, their work is often constrained by systemic limitations. Strengthening Disability Support Officers capacity, formalising institutional disability policies, and expanding investment in inclusive infrastructure are essential for advancing equity in Ghanaian higher education.