Inclusive education (IE) is required in higher education (HE) to ensure continuous accessibility, transformation and acceptability of learning for all students. Therefore, an analysis of transformation in higher education institutions (HEIs) thus illustrates the need for the establishment of IE systems that are aware of students’ abilities, especially during disaster. In 2020, learning occurred under the COVID-19 pandemic’s lockdown disruptions, and students with visual impairments were negatively impacted. However, few studies have focused on the experiences of students with visual impairments in HEIs’ journey of transformation. Therefore, this chapter explores how students with visual impairments experienced IE during the COVID 19 pandemic. Furthermore, this chapter explores the role of support structures such as the Disability Rights Unit, within a university, in ensuring that students with visual impairments were not excluded in the 2020 academic programme. The study was conducted at a South African university, from which, five students and two key informants were purposively recruited. Data was collected using semi-structured interviews. The findings show that during the COVID-19 pandemic, students with visual impairments did not fully experience IE due to various challenges, which impacted their adaptability. This chapter contributes to existing literature on transformation of HEIs in South Africa and disability awareness. It offers guidelines that HEIs can use to enable students with visual impairments to experience greater learning opportunities currently and in the future including during disasters should they happen.