The growing demand for computer professionals, driven by the rapid expansion of the Information Technology industry, has led to numerous inclusive computing education efforts. These efforts have even included blind or visually-impaired (BVI) students, who are being increasingly encouraged to pursue education and career in computing, despite the visually-oriented nature of the discipline. Extant literature has predominantly focused on identifying and addressing the accessibility barriers faced by BVI students, to promote more inclusive learning environments. While few studies have also investigated the accessibility of computing eduction from the perspectives of BVI learners and instructors, these have been primarily situated in the Global North contexts; there is still a knowledge gap regarding the teaching and learning experiences of instructors and BVI students respectively in resource-constrained Global South contexts, where accessibility awareness and inclusion efforts are at nascent stages. To fill this gap, we conducted an interview study with 15 participants in India, where we inquired BVI students, instructors, and BVI professionals, regarding their challenges, experiences, and needs pertaining to computing education. The study revealed that BVI students face significant difficulty in comprehending the instructional materials, the instructors often deal with courses not progressing as planned despite meticulous preparation, the students heavily depend on peer learning for grasping computing concepts, and they need additional support for managing the cognitively-burdensome task of simultaneous learning computing concepts and screen readers. Informed by the findings, we offer recommendations to improve computing curricula for BVI students, and discuss self-learning assistive tools to supplement accessible computing education.