Accessibility in Translation and Interpreting Studies Teaching Experiences with Students Who are Blind or Have Low Vision

Abstract

Access to quality education and the reduction of inequalities are among the Sustainable Development Objectives set by the United Nations (2015). This paper explores the perception of university lecturers regarding the measures adopted to cater for the needs of students with blindness and low vision. Drawing from the results of the thematic analysis conducted on a focus group organised in the framework of the UNIVAC project with five lecturers from the field of Translation and Interpreting, the paper reports on aspects such as the way in which inclusion units communicate with lecturers, the guidelines and resources made available by institutions, users’ feedback, and the need for training in accessibility. The experience of the participants sheds light on the effort entailed in accessibility management for different stakeholders. For lecturers, effort translates into time devoted to communication with student support services, private tuition for students with disabilities, the creation or adaptation of accessible materials, the application of teaching methodologies that consider accessibility, and the need for lifelong learning. Such an effort is not sufficiently acknowledged by their institutions. Likewise, lecturers are aware of the extra effort made by students with vision impairments, who are described as highly autonomous students. These students devote personal time to clarify and elaborate on the scarce accessibility guidelines offered by institutions by contacting each lecturer directly.