Educators’ Point of View on Supporting Students with Hearing and Visual Challenges in Online Education

Abstract

Lecturers' perspectives are vital for fostering inclusive online environments, as they provide essential support and accommodations for students with hearing and visual impairments. Thus, this study aims to identify and analyse the challenges faced by UiTM students with hearing and visual impairments during online learning, highlighting the unique barriers they encounter in this educational setting from educators’ point of view. Employing a quantitative research approach, the study examines the diverse challenges perceived by lecturers of students with sensory impairments. Thirty participants completed a survey questionnaire comprising three sections with six variables each, tailored to investigate the difficulties experienced by students with sensory impairments. Findings indicate that many lecturers lack advanced notice from the faculty about teaching visually and hearing-impaired students, affecting their readiness. While some require 1-2 weeks to convert course materials into alternate formats, others lack systematic guidelines for teaching graphics. Although 66.7% of lecturers teaching visually impaired students and 20.0% teaching hearing-impaired students have converted materials to electronic readable formats, a significant proportion reported no provision of assistive technology by the faculty. Extra time is granted during examinations, with varying durations. The study highlights the need to tailor accommodations to students' diverse needs and calls for more research on effective support strategies.