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Lockdown and social distancing contributed to study dropouts at one university. Using a phenomenological design, three learners participated via semi-structured interviews, with qualitative thematic analysis of the data. Findings highlight social isolation, personal challenges, and insufficient institutional support. Learners reported exclusion by some lecturers and barriers such as limited devices and inadequate technology skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-64-issue-2-july-2024-perceptions-of-adult-learners-with-visual-impairment-throughout-covid-19-pandemic-implications-for-institutional-assistance-in-eswatini/593285/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-64-issue-2-july-2024-perceptions-of-adult-learners-with-visual-impairment-throughout-covid-19-pandemic-implications-for-institutional-assistance-in-eswatini/593285.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research design and data collection method were used in the study?","Question",{"text":112,"@type":113},"The study used a phenomenological design and selected three adult learners with visual impairment who had dropped out. Data were gathered through semi-structured interviews and analyzed using qualitative thematic analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major themes emerged from the findings?",{"text":117,"@type":113},"The findings revealed themes of social isolation, personal challenges, and lack of institutional assistance. Participants also reported no support received from the institution and communication gaps from some lecturers.",{"name":119,"@type":110,"acceptedAnswer":120},"How did COVID-19 affect access to learning support for the participants?",{"text":121,"@type":113},"Lockdowns, social distancing, and university closure reduced interaction with peers who previously helped read materials and explain instructions. 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This paper examined the experiences of adult learners with visual impairment, whose studies were significantly affected by the implementation of lockdown and social distancing that led to their dropping out from one university inEswatini. Using phenomenological design, three adult learners with visual impairment, who dropped out of the university, were chosen to participate in the study. Adult learners responded to a semi-structured interview guide during the individual conversations. The data were analysed using qualitative thematic analysis. Ethical considerations such as informed consent and anonymity were observed. The findings revealed the themes of social isolation, personal challenges, and lack of institutional assistance. Adult learners with visual impairment reported that there was no support received from the institution. Furthermore, adult learners indicated that some lecturers excluded them by not communicating and providing suitable materials for their condition. The participants acknowledged the awareness of using technology during the COVID-19  \n228 Nomazulu Ngozwana  \npandemic; however, they stated the lack of devices, inadequate technology skills, and their reliance on sighted adult learners and peers to read the content for them. This paper suggests that lecturers at this university in Eswatini be trained on how to teach and support adult learners with visual impairment, and the institution should consider developing a comprehensive education policy to cater to all different adult learners. Comprehensiveness has always been a challenge for adult learners with disabilities generally, but the pandemic has escalated it.  \nKeywords: institutional assistance, adult learners, visual impairment, COVID-19 pandemic, social capital theory  \nIntroduction  \nResearch on access to higher education in African countries indicated that higher education institutions face obstacles that violate treaties such as the Salamanca Statement and the framework for action agreement (United Nations Educational, Scientific and Cultural Organization [UNESCO], 1994) and the United Nations Convention of the Rights of Persons with Disabilities [UNCRPD], 2006) . In Article 24, the convention demands the provision of education that is comprehensive and reactive to the needs of persons with disabilities, the visual impairment is included. In most institutions, including in Eswatini, disability policies are lacking, which often fail to accommodate adult learners with a disability, including the ones with visual impairment (UNESCO, 1994; Mosia & Phasha, 2018; Ngozwana et al., 2018) . Oneof the fundamental principles of the comprehensive school is that adult learners should study together, to encourage solidarity between adult learners with disability and their peers (UNESCO, 1994) . This agrees with the Convention of the Rights of Persons with Disabilities, which stipulates that somebody with disabilities should not be excluded from the general education system because of disability. Subsequently, inclusive education was detailed in the General Comment No. 4 to Article 24 of the CRPD (GC4) (UNCRPD, 2016), which recognised the ongoing discrimination against individuals with disabilities in various forms. In addition, UNESCO encouraged governments to implement  \nPerceptions of adult learners with visual impairment throughout COVID-19 pandemic: 229  \nImplications for institutional assistance in Eswatini  \nsteps to transfer the education of learners with disabilities to the jurisdiction of the Ministry of Education, ensuring sufficient resources and ","cbCaiiIvpX4PBjIM","https://ap.wps.com/l/cbCaiiIvpX4PBjIM","pdf",217602,"English","# Introduction\n# Impact of COVID-19 on learners' support\n## Reliance on peers before the pandemic\n## Disruption of support during lockdown and closure","[{\"question\":\"What research design and data collection method were used in the study?\",\"answer\":\"The study used a phenomenological design and selected three adult learners with visual impairment who had dropped out. Data were gathered through semi-structured interviews and analyzed using qualitative thematic analysis.\"},{\"question\":\"What major themes emerged from the findings?\",\"answer\":\"The findings revealed themes of social isolation, personal challenges, and lack of institutional assistance. Participants also reported no support received from the institution and communication gaps from some lecturers.\"},{\"question\":\"How did COVID-19 affect access to learning support for the participants?\",\"answer\":\"Lockdowns, social distancing, and university closure reduced interaction with peers who previously helped read materials and explain instructions. Learners also faced shortages of devices, inadequate technology skills, and increased reliance on sighted peers to access content.\"}]","Australian Journal of Adult Learning - Volume 64 - Issue 2 - July 2024 - Perceptions of adult learners with visual impairment throughout COVID-19 pandemic - Implications for institutional assistance in Eswatini | PDF",1792076980,48]