Higher education institutions have a constitutional obligation to provide reasonable accommodation to students with disabilities.Although the teaching and learning of students with blindness and low vision in STEM disciplines are well documented abroad, to date, there are no published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in STEM fields, specifically in science disciplines.Therefore, in this paper, we report on how teaching, learning, and assessment were adapted to make science disciplines accessible to John, a blind student enrolled in a biological sciences degree at a research-intensive university in South Africa.Several factors contributed towards the successful completion of John’s bachelor’s degree.These factors include the availability of tutors who committed a large amount of time to help John understand content presented in lectures, tutorials, and practical sessions; a well-resourced and effective Disability Unit; lecturers who ensured that John was well accommodated in lectures, tutorials, and practical sessions; and, finally, John’s commitment and dedication towards learning.
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