Challenges and achievements of a student with low vision in higher education: the experience of a scholarship holder from the Accessibility Center

Abstract

This article presents an experience report by a scholarship student from the Accessibility Center (NAC) at the Federal University of Alagoas (UFAL), concerning the support provided to a student with low vision in higher education. The objective is to describe and analyze the role played by the scholarship student in the student’s inclusion process, considering the challenges faced, the strategies developed to promote accessibility and academic participation, and the achievements attained throughout the support process. The experience is grounded in an inclusive perspective and seeks to contribute to reflections on the importance of accessible pedagogical practices that address the needs of students with visual disabilities. During the support process, challenges were identified regarding access to and adaptation of educational materials, technological accessibility, the organization of academic activities, and the use of methodologies compatible with the student’s needs. In collaboration with the NAC team and faculty members, the scholarship student developed strategies aimed at overcoming these barriers, including support in adapting and organizing materials, the use of accessible technological resources, monitoring academic activities, and facilitating communication among those involved. The experience demonstrated that inclusion in higher education goes beyond guaranteeing enrollment, requiring effective conditions for accessibility, participation, and learning. The main achievements included strengthening the student’s autonomy, expanding her participation in academic activities, improving inclusive practices, and raising awareness within the university community about accessibility. The results indicate that individualized support, combined with institutional assistance and collaboration among the scholarship student, faculty members, NAC, and the student, was essential for identifying and overcoming barriers. It is concluded that personalized pedagogical strategies are essential to promoting equitable conditions for access, retention, participation, and learning in higher education.