IDENTIFYING THE AVAILABILITY OF INFORMATION COMMUNICATION TECHNOLOGY IN THE SPECIAL PRIMARY SCHOOLS FOR LEARNERS WITH VISUAL IMPAIRMENT IN KENYA

Keitany Julia Jelagat

Abstract


Information Communication and Technology has become the most suitable tool for learners with special needs, for it meets their different learning demands. Access to this tool by these learners is hence vital. This study aimed to identify the availability of information and communication technology in the special primary schools for learners with visual impairment in Kenya. The study was guided by Bruner’s constructivist theory and was also supported by the social model of disability and the philosophy of universal design for learning. The study adopted a descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. The purposive sampling method was used to select the schools, head teachers, teachers and Ministry of Education officials. The stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 headteachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, a classroom observation schedule, and interview schedules for head teachers and officials from the Ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments were tested through piloting in one school, which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results showed that the schools had a variety of modern ICT resources, which could be helpful in accessing quality education for the learners. For instance, iPods and iPads, these devices could provide all the functionality, including WiFi, MN chat, and document processing. There was also Braille embosser technology, which enhanced the production of Braille in terms of the number of copies. The study concluded that the special primary schools have a variety of modern ICT resources, which could be helpful in accessing quality education for the learners, but the resources do not adequately meet the demands of the learners because they are inadequate. The ICT resources were accessed by a small number of learners with VI. The study recommended that special schools for learners with VI should be equipped with relevant, adequate and functioning ICT resources and other assistive technologies to enable the learners with visual impairments to benefit from the growing technology-based knowledge.

 

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availability of ICT resources, Information Communication Technology, learners with visual impairment, special primary schools

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i1.6457

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