This study assessed the effectiveness of assistive devices and counselling services in curriculum access for visually impaired learners in tertiary institutions in Imo State, Nigeria. The descriptive survey research design was adopted, with a population comprising all academic staff in the Faculties of Education of Alvan Ikoku Federal University of Education, Owerri (approximately 750 staff) and Imo State University, Owerri (approximately 95 staff). A purposive sample of 120 respondents was drawn, consisting of counsellors, teacher educators for visually impaired learners, and curriculum planners from the Department of Curriculum Studies and Educational Technology and related departments. Three structured questionnaires were developed for data collection. The instruments were validated by experts in special education and measurement and evaluation. Reliability testing using the Cronbach alpha method yielded coefficients of 0.82 for the Counsellors Questionnaire, 0.79 for the Teacher Educators Questionnaire, and 0.84 for the Curriculum Planners Questionnaire. Data were analyzed using mean, standard deviation, frequency counts, percentages, and thematic analysis. Six research questions guided the study. Findings revealed that counselling services were moderately effective (overall mean 2.89), with only 30% of counsellors actively collaborating with teacher educators. Assistive devices showed moderate effectiveness (overall mean 2.67), with 68% of teacher educators lacking adequate training. Curriculum integration of assistive device requirements was poor (overall mean 2.14, below the 2.50 criterion). Among key recommendations, curriculum planners must mandate the inclusion of assistive technology compatibility as a standard criterion in all curriculum review processes, requiring student teachers to demonstrate competence in at least three assistive devices before graduation.

Keywords: Assistive devices, counselling services, curriculum access, visually impaired learners, tertiary institutions, Imo State.