Tuimur Hilda Ng’etich


This study assessed tutor training on the use of adaptive technology in the instruction of Visually Impaired (VI) student teachers in primary Teachers Training Colleges (TTCs) in Kenya. The study was based on the diffusion of innovation theory by Rogers which gives a basis for adoption of innovations in institutions and other settings. The study adopted descriptive survey research design. The study population included administrators, tutors and Visually Impaired (VI) student teachers in three primary teacher training colleges which admit student teachers with visual impairment in Kenya. Purposive sampling technique was used to select three deans of curriculum in the colleges while simple random sampling method was used to select nine Heads of Departments (HOD’s) and 93 tutors making a sample of 105 respondents. The instruments used for data collection were questionnaires and interview schedules. Descriptive statistics such as frequencies and percentages were used to analyse the data. The findings of this study revealed that tutor training on the integration of adaptive technology for VI student teachers in primary TTC’s was wanting since tutors’ expertise in the integration of adaptive technology was insufficient or totally lacking. This study recommended in-service training of tutors on the use of adaptive technology devices especially on the use of braille and preparation of tactile diagrams so as to effectively teach VI student teachers in primary TTCs. In addition, the college administration should fully support the use of adaptive technology for VI student teachers and the tutors should be exposed to ways of integrating adaptive technology during the instruction of VI student teachers. The findings of this study are of importance in policy development and implementation on integration of technology in the instructional process for learners with special needs and specifically for those with visual impairments in Kenya and other parts of the world. 


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technology integration; tutor training; adaptive technology; visually impaired students; instruction


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.876


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