Browsing by Author "Odong, David Newton"

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Access to low vision devices by learners with low vision in inclusive primary schools in Lango sub-region, northern Uganda
(Kyambogo university [unpublished work], 2020-02) Odong, David Newton
The purpose of the study was to investigate access to low vision devices by learners with low vision in inclusive primary schools in Lango sub-region. The study was conducted within three districts and one municipality within the region. The objectives of the study were; to examine the low vision devices available for use by learners with low vision, establish the knowledge of learners with low vision in using low vision devices; and to investigate the challenges faced by learners with low vision in using low vision devices. A qualitative approach with in terpretivist paradigm and a case study design was used. A sample of 28 participants was selected from a population of 121 people. Data was collected using interview schedules, questionnaires and focus group discussion (FGDs) guides. Interviews were used to collect data from headteachers, questionnaires used to collect data from teachers; and focus group discussion guides used to collect data from learners with low vision. Ethical . considerations were observed by ensuring confidentiality of the participants. Data from different instruments were presented in a tabu lar form. Interpretation and analys is of results were done and di scussions plus recommendations of the findings were made. The study found that, " learners with low vision and their teachers had inadequate knowledge of using some low vision devices and no low vision services were being done in schools to determine the kind of low vision devices to be used. Some schools were found to have enrolled more learners with low vision compared to the number of devices and trained teachers that they had. The study concluded that; most devices used by learners with low vision in inclusive primary schools were non-optical devices like audio books, brailed materials, large prints on boards and large print books. The study also concluded that; learners with low vision and teachers of learners with low vision had knowledge of using only non-optical devices, but had difficulties using some optical and electronic devices. The study recommended that; teachers and learners with low vision be trained on the use of all low vision devices, and that; functional vision assessment be carried out to determine the kind of low vision devices to be used by learners with low vision.
Faculty readiness and institutional capacity for implementing competence-based and innovation-driven teaching approaches for students with visual impairment in public universities: a systematic review of Uganda
(The Uganda Higher Education Review, 2026-05-20) Odong, David Newton; Bika, Shankar Lal; Mukhwana, Michael; Singh, Jaswinder
Competence-based and innovation-driven teaching approaches are increasingly prioritised in higher education systems worldwide, particularly to enhance inclusive learning for students with visual impairment (SwVI). In Uganda, public universities are expected to align their instructional practices with the national competencebased curriculum reforms and equity commitments. This systematic review examined faculty readiness and institutional capacity to implement competence-based and innovation-driven pedagogical approaches for SwVI in Ugandan public universities. The review addressed four objectives: assessing faculty knowledge and preparedness; determining faculty attitudes towards inclusive, innovation-driven teaching; examining institutional resources and technologies for competence-based learning; and 179 Faculty Readiness and Institutional Capacity for Implementing Competence-Based and Innovation-Driven Teaching Approaches for Students with Visual Impairment in Public Universities: A Systematic Review of Uganda THE UGANDA HIGHER EDUCATION REVIEW exploring institutional support systems and policy structures that influence inclusive teaching for SwVI. Following the PRISMA guidelines, 24 peer-reviewed studies in Uganda, government policy documents, disability-inclusion frameworks, and accessibility standards, published in the last six years (2020-2025), were analysed. Findings indicate that while faculty demonstrate general awareness of Competence-Based teaching principles, most lack specialized training in inclusive pedagogies and accessible technology. Attitudes towards innovation-driven teaching are moderately positive; however, perceived workload, insufficient incentives, and inadequate institutional guidelines limit their implementation. Institutional capacity remains constrained by limited access to assistive technology, inaccessible digital platforms, and inconsistent implementation of inclusive policies. The review concludes that the successful adoption of competencebased, innovation-driven teaching for SwVI requires strengthened professional development, investment in assistive technologies, accessible digital ecosystems, and robust institutional governance frameworks. The study recommends mandatory faculty training, harmonization of policies across universities, integration of World Wide Web Consortium (W3C)/World Wide Accessibility Initiative (WAI) accessibility standards, and the establishment of comprehensive disability support centers.