The existing literature on leadership education often overlooks teaching strategies tailored to visually challenged (VC) individuals. While research on inclusive education and teaching methods for individuals with disabilities exists, there is limited understanding of the unique challenges and effective strategies for teaching leadership concepts to VC individuals. This study bridges that gap by documenting the experiences of 18 management educators teaching a leadership development program for VC individuals. Thematic analysis of in-depth interviews revealed how they adapted to unexpected challenges, questioning prior beliefs and assumptions about teaching VC learners. Educators prioritized verbal clarity, encouraged peer support, and designed activities leveraging auditory and kinaesthetic modalities. Initial assumptions—such as learners requiring entirely non-visual methods—were challenged by participants’ adept use of tools like screen readers. Surprising insights included learners’ partial reliance on Braille (only 30% were proficient) and innovative use of presentation slides, with some taking photographs and using text-to-speech tools to decode content. Educators adjusted speech rates, incorporated explicit verbal instructions, and replaced non-verbal cues with voice modulation. They also noted learners’ high attention spans and eagerness for sessions, countering stereotypes. The study highlights “reverse learning,” where educators gained inclusive teaching insights directly from VC learners. These findings underscore the importance of questioning assumptions and fostering empathy and inclusivity in leadership education for VC participants.
This session is part of the Teaching and Learning Conference (TLC@AOM). Space is limited; separate complimentary TLC@AOM pre-registration on a first-come, first-served basis is required. The TLC@AOM registration deadline is 27 July 2025, unless sold out. Register for TLC@AOM.
