According to the United Nations Convention (2008) on the Rights of Persons with Disabilities, individuals with disabilities are entitled to the same rights and freedoms as everyone else. It is the responsibility of states to take all necessary measures to ensure the full and equal enjoyment of these rights and freedoms. Article 27 of the Convention specifically addresses the issues faced by individuals with disabilities in relation to the right to work, outlining detailed regulations.

The employment participation of persons with visual impairments remains limited despite international policy frameworks emphasizing inclusive labor markets and equal access to vocational education (World Health Organization (WHO), 2011; United Nations, 2006). In many countries, including Türkiye, visually impaired individuals continue to face structural barriers related to inaccessible training programs, limited adaptive learning environments, and low employer awareness (Eurofound (2021). Vocational education tailored to disability-specific needs is therefore a critical mechanism for enhancing employability, self-efficacy, and social inclusion.

Clerical and administrative professions represent a potentially accessible employment field for visually impaired individuals, particularly with the support of assistive technologies, adaptive instructional strategies, and structured skills training (Hersh & Johnson, 2008). However, empirical evidence on how visually impaired participants perceive such training programs, and how their perceptions evolve through structured vocational education, remains scarce. Most existing studies focus on technological accessibility or policy-level analyses, rather than participant-centered evaluations of training effectiveness (Fichten et al., 2019).

This study aims to address this gap by examining the impact of a tailored clerical training program on the perceptions, expectations, and self-assessed competencies of visually impaired individuals. Specifically, the study investigates how participants’ views regarding occupational suitability, training accessibility, anticipated difficulties, and perceived personal and professional benefits change from pre-training to post-training. By focusing on participant perspectives, the study contributes to a more nuanced understanding of how vocational programs can be designed to support sustainable employment pathways for visually impaired adults.

The study is underpinned by the social model of disability, which identifies environmental and institutional shortcomings—rather than individual impairments—as the primary causes of exclusion (Oliver, 1996). Furthermore, it utilizes self-efficacy theory (Bandura, 1997) to examine how increased mastery of clerical skills influences the motivation and career persistence of the participants.

Preliminary evidence suggests that well-structured vocational interventions can positively influence disabled learners’ confidence, reduce perceived barriers, and clarify career goals (Hanif et al., 2018). In line with this literature, the present study hypothesizes that participation in an adaptive clerical training program will lead to more positive perceptions regarding occupational suitability, reduced expectations of disability-related difficulties, and increased clarity about future employment contexts.

By providing empirical data based on a pre-test–post-test design, this research offers practical implications for policymakers, vocational training providers, and public institutions seeking to expand inclusive employment opportunities. The findings are expected to inform the development of accessible vocational curricula, contribute to evidence-based disability employment strategies, and support the long-term integration of visually impaired individuals into clerical and administrative labor markets.

This study employs a quantitative, single-group pre-test–post-test research design to examine changes in participants’ perceptions following a clerical training program designed for visually impaired individuals. This design enables the assessment of within-group changes attributable to the training intervention (Creswell & Creswell, 2018). Participants The study group consists of 16 visually impaired individuals aged 18 and above. Participants display heterogeneous characteristics in terms of age, gender, educational background, computer literacy, and prior work experience. The majority of participants are young adults and lack previous employment experience, making them an appropriate target group for vocational skill development initiatives. Data Collection Instrument Data were collected using a researcher-developed questionnaire administered as both a pre-test and post-test. The instrument includes items addressing: • perceptions of the suitability of clerical work for visually impaired individuals, • perceived need for instructional adaptations, • expectations of disability-related difficulties, • perceived personal and professional benefits of the training, • additional training needs and program improvement suggestions, • views on training continuity, and • preferred employment contexts. The questionnaire was designed to be accessible and comprehensible for visually impaired respondents, ensuring content validity through alignment with vocational training objectives and relevant literature. Procedure The pre-test was administered prior to the start of the training program. Subsequently, participants completed a structured clerical training program developed in accordance with accessibility principles and learner needs. Upon completion of the program, the same questionnaire was administered as a post-test. This process allowed for direct comparison of participant perceptions before and after the intervention. Data Analysis Data were analyzed using descriptive statistical methods. Frequencies and percentages were calculated to summarize participant responses. Pre-test and post-test results were compared to identify trends and shifts in perceptions. Given the small sample size, the analysis focuses on descriptive interpretation rather than inferential statistical testing. Ethical Considerations Ethical principles were strictly observed. Participants were informed about the purpose and scope of the study, provided informed consent, and assured of confidentiality and voluntary participation. All data were used exclusively for scientific purposes.

The findings of this study demonstrate that participation in an adaptive clerical training program can substantially transform visually impaired individuals’ perceptions of occupational suitability, training accessibility, and employability. Post-test results indicate increased confidence in the compatibility of clerical work with visual impairment, reduced expectations of disability-related difficulties, and a stronger recognition of both personal and professional benefits derived from the training. Notably, participants’ growing awareness of specific skill development needs—such as advanced computer use, keyboard proficiency, and legal knowledge—suggests that experiential learning plays a key role in fostering realistic self-assessment and career planning. The shift from vague expectations to concrete suggestions regarding program continuity and employment pathways further highlights the empowering potential of structured vocational education. These results align with prior research emphasizing the importance of accessible training environments in enhancing self-efficacy and labor market readiness among individuals with disabilities (Bandura, 1997). From a policy and practice perspective, the study underscores the necessity of designing vocational programs that go beyond technical skill acquisition to address psychological readiness, confidence building, and long-term employment integration.

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