The aim of this study was to develop a framework for the inclusion of students with visual impairments that can be adopted by a Zimbabwean university. The study was informed by Bronfenbrenner�s ecological and Bandura�s agentic theories. The transformative paradigm which guided the study emphasised improving the participants� social situation to create a more equitable society. The study was a qualitative case study and purposeful sampling was used. Data were generated using interviews, photo-voice, document analysis and observation. The data were analysed using open and analytical coding. Five themes, which steered the development of the framework, emerged, namely, guiding statements and principles, traffic safety, information on buildings and facilities, provision of assistive devices and instructional strategies. Recommendations included the establishment of different committees at the meso and micro levels. Visual impaired students should be incorporated in these committees and be proactive in the formulation of policies affecting them.

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