Department of Visual Impairement Studies

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Improving Mathematics Instructions for Secondary Schools Learners with Visual Impairment in Kilimanjaro and Tanga Regions Tanzania (The role of Mathematics and Science Plan)
(Kyambogo University [unpublished work], 2018-11) Mbago, Jerome Vicent
The study aimed at investigating the role of mathematics and science plan on improving mathematics instructions for secondary schools learners with visual impairment in Kilimanjaro and Tanga regions Tanzania. The study was guided by four objectives which were; First, to examine mathematics teaching methods used in teaching learners with VI Second, to determine the mathematics teachers' competencies to teach learners with VI. Third, to examine whether mathematics mode of assessment in use consider the special needs of learners with VI. And lastly, to examine instructional challenges faced learners with VI during learning mathematics. The study used qualitative approach. Semi-structured interview was chosen as the main data collection method. In addition to semi structured interview, non participant observation was also used. To ensure reliability and validity of the results, the tools used were piloted and examined and made unambiguous. Interview scripts were checked several times to check consistency and comprehensibility. In order to generate in depth knowledge of the phenomenon, purposive sampling was used to get participants of the study which involved four mathematics teachers teaching students with VI two from each school, four students with VI two from each school and the Director of special education from the MoEST making a total of nine participants. Data were analyzed using thematic analysis where interview transcription and coding was done to obtain the main themes and categories. Presentation and discussion of the findings was done regarding the emerged themes and categories supported by the verbatim quotes from the participants to ensure validity of the findings. The study findings indicate that teaching and learning mathematics to involve: expository teaching method, remedial sessions and ineffective group discussions; mathematics assessment adaptations including alternative format of questions, additional time, separate examination rooms and examination papers presented in braille format for blind students and large prints for low vision students. The findings show moderate collaboration between mathematics teachers and specialist teachers of students with VI, students with VI were supported by the specialist teachers and lack of cooperation and support between sighted learners and learners with VI in mathematics subject. The main findings revealed challenges encountered by students with VI in learning mathematics to include: shortage of skilled mathematics teachers, shortage of mathematics teaching and learning materials, lack of knowledge of using mathematical devices both to students and their teachers. The study also revealed negative attitude of students, mathematics teachers and teachers with VI towards mathematics. The study recommended the government through the MoEST to incorporate specialized training of mathematics in the curriculum of teachers training colleges in order to produce enough teachers with skills and ability to teach mathematics subject to learners with VI in primary and secondary schools. The MoEST should consider in-service teacher training considering areas of knowledge of braille and mathematics braille notations, the use of specialized devices, knowledge of mathematics subject itself and knowledge of how to teach students with VI. For effective teaching and learning of mathematics to learners with VI, instructional materials such as mathematics text and reference books in braille, curriculum which stipulate clearly all possible modification and the specific needs of the VI students and modern technological learning materials should be considered. The ministry of education should raise awareness on the importance of mathematics to students with VI.
Access to assistive technology by university sudents with visual impairment inTanzania
(Kyambogo University (un published work), 2018-12) Hozza, Mercy Said
The purpose of this study was to explore access to assistive technology by university students with visual impairment in Tanzania. The study was conducted in two public universities with in Dar es Salaam region in Tanzania. The study was based on Human Activity Assistive Technology (HAAT) model by Cook & Hussey (2008). The study employed case study research design \\'here qualitative methods were used. The study targeted a population of students with visual impairment enrolled in public universities. Braille transcribers and an officer working with Tanzania League of Blind (TLB). A sample of thirteen respondents was selected from nineteen people. Purposeful sampling procedure was applied to all the participants. The instruments used for collecting data were interview schedules. Focus Group Discussion (FGD) guides and observational schedule. To ensure validity and reliability of the instruments. a pilot study was conducted. Findings were presented using thematic analysis. The major finding was that assistive technology is generally not yet being accessed by all students with visual impairment in universities in Tanzania. The study concluded that government should guarantee good quality assistive technology to students with visual impairment in public universities within Tanzania by providing human and financial resources as a way to reinforce the Education and Training Policy ( 1995) which was geared towards achieving education for all.
The teaching of mathematics to students with low vision at Iganga secondary school in Iganga district in Uganda
(Kyambogo University [Unpublished work], 2018-12) Bugohe, Peter
The purpose of the study was to investigate "The Teaching of Mathematics to Students with Low Vision at Iganga Secondary School." The objectives of the study included the strategies teachers use in teaching mathematics, challenges experienced by teachers in teaching mathematics and support provided to teachers by the school in teaching mathematics to students with low vision in secondary schools in Iganga District. The study was based on qualitative approach. The target population included Head teacher, Teachers and Students with Low Vision at Iganga Secondary School totaling to about 100. The sample of the study included 1 Head Teacher, 5 Teachers and 9 Students with Low vision. Purposive sampling techniques were used to determine participants. The instruments for data collection were semistructured interviews. A pilot study was conducted to test the validity and reliability of the study instruments. The use of group work, use of summarized mathematics handouts, provision of extra time and observing proper sitting positions of students with low vision during instructional process were the major findings on objective one of the study. The fear of mathematics by students with low vision, negative attitudes towards students with low vision, lack of adapted teaching materials, failure to provide large print graph papers by UNEB and difficulty in teaching some topics in mathematics such as Construction, Bearing, Trigonometry and Further vectors, were the main findings on objective two. Involvement of external examiners, provision of teaching facilities, facilitation of teachers to attend external workshops and seminars on mathematics and sharing of ideas during mathematics club activities within the school were the major findings on objective three. According to the findings on objective one, the conclusion is that, there is need to explore more strategies suitable in the teaching of mathematics to students with low vision in secondary schools. The conclusion on objective two is that, there is need to train mathematics teachers in secondary schools on the problem solving skills in regard to managing students with low vision in order to overcome any possible challenge encountered. Basing on the findings on objective three, the support given to teachers by the school in the teaching of mathematics to students with low vision in secondary schools is inadequate. The general conclusion of the study focuses on the use of multi-disciplinary approach as fundamental in improving the teaching of mathematics to students with low vision in secondary schools. The recommendations of the study among others were as follow; Government should enact a policy to guide teachers in the teaching of mathematics to students with low vision in secondary schools, Secondary schools should ensure mandatory assessment of students with low vision to establish their actual learning needs as a basis for determining appropriate interventions, there is need to sensitize all stakeholders on reasonable accommodations for students with low vision in mathematics in secondary schools, Secondary schools should provide adequate support to teachers to enable them effectively teach mathematics to students with low vision.
Teachers' competencies in conducting functional low vision assessment of learnersininclusive primary schools in Arua district
(Kyambogo University(unpublished), 2019-10-30) Firuah, Agnes
This study investigated the teachers ' competencies to conduct functional low vision assessment of learners in inclusive primary schools in Arua District, Uganda. It sought to explore the ways in which teachers conduct functional assessment of learners with low vision, to investigate the availability of tools used to conduct functional assessment, examine the social and psychological factors which influence functional assessment and to investigate other accessible sources of functional assessment. The study adopted the qualitative research approach with help of a descriptive research design. Purposive sampling was used to select participants and data were collected by use of interview schedules and observation schedules from 25 participants consisting of Education Officer, teachers' parents and learners with low vision in the three selected primary schools and analyzed by use of thematic content analysis. Analysis of data was done by use of the thematic analysis method whereby participants' responses were categorized in themes and subthemes. The findings revealed that; teachers were not competent enough to conduct functional assessment of learners with low vision in inclusive schools. Most schools did not have tools for conducting functional assessment of learners with low vision, there was low teachers -pupil ration, in adequate ways to conduct functional assessment by teachers, and unassessed admission of learners with low vision. It was concluded that teachers ' carryout functional assessment using preparation of assessment tools and that the E-chart was the most popular assessment tool used. It was further concluded that familiarization with the learner was the main social and psychological factor that influences assessment of learners and that Arua hospital was the major place for functional assessment. It is recommended that, the government of Uganda should consider refresher courses to teachers who are teaching learners with low vision on how to conduct functional assessment, should provide tools to conduct functional assessment, should enhance training of more special needs teachers, should motivation teachers in inclusive schools, and should conduct regular supervision and monitoring programmes for functional assessment. The findings will help to assist the policy makers, educators and the whole community to improve on conducting functional assessment of learnei·s with low vision in inclusive schools. Lastly, this study recommend the following areas for further research; challenges encountered by teachers in conducting functional assessment of learners with low vision in inclusive schools, and the parental influence in conducting functional assessment of learners with low vision in inclusive schools.
Participation of adults with visual impairment in literacy skill development programmes a case study of Tabora municipality, Tanzania
(Kyambogo University (un published work), 2019-11) Elisha, Suleiman Ibrahim
This study investigated participation of adults with visual impairments in literacy skills development programmes. Provision of adult literacy skills in Tanzania concern itself primarily with the acquisition of writing, reading and numeracy (3Rs) by adults as well as their use in their daily activities. These skills help adults including those with visual impairment to become independent and enjoy social interaction. However, participation of adults with visual impairments in adult literacy programmes seems to be low in Tabora Municipality in Tanzania. The study applied qualitative research approach and case study design. Research paradigm applied was critical or transformative. The target population included adult learners with visual impairment, educators, head of schools, education officers and community development and social worker. The study used purposive sampling. Interview and observation guides were used to collect data which were then analysed thematically. The findings revealed that there was low participation of adults with visual impairments in literacy skills development programmes in Tabora Municipality because of inherent conditions such as age, low self-esteem and low intrinsic motivation, negative socio-cultural beliefs and practices, incompetency of educators and inadequate resources. However where there was high self-esteem, intrinsic motivation, positive socio-cultural beliefs and practices, competent educators and adequate resources, their participation improved. It is recommended that guidance and counseling be provided to address the negative attitude of the learners and the community. In addition competencies of educators need to be strengthened. The institute of adult education should ensure that teaching and learning or instructional materials are available.
Provision of reasonable accommodation for teachers with visual impairment in government schools in Soroti municipality
(Kyambogo University (un published work), 2019-11) Obany, Sylvia
This study focused on exploring provision of reasonable accommodation for teachers with visual impairment in government schools in Soroti Municipality. The study explored the working conditions of teachers, established the adaptations in place and determined circumstances influencing provision of reasonable accommodation for these teachers Qualitative approach was used to collect data. Purposive random sampling was used to get sample of 17 participants, all were reached and interviewed. They include; (04) head teachers (11) teachers with visual impairment (01) Education Officer In charge SNE and (01) member of the District Service Commission (DSC)representing Persons with Disabilities (PWDs).Data was collected using an interview guide. Data analysis was done through description of the findings. The study found out that; there is limited awareness on what reasonable accommodation is among participants. No reasonable accommodation measures provided to teachers at their work place. Teachers with visual impairment use their spouses /relatives to support them in their professional duties. There is need for sighted guides to support teachers work with ease. There is negative attitude towards working with teachers with visual impairment. Limited resources / financial support in schools impede provision of reasonable accommodation. The study recommended that; Awareness on reasonable accommodation be created in schools, Education Office, DSC. Reasonable accommodation should be provided in job procedures and the physical environment. The government of Uganda should enhance affirmative action in relation to employment of teachers with visual impairment. Sighted guides should be employed.
The role of educational technology in teaching reading to learners with visual impairment in inclusive primary schools in Kumi municipality, Kumi district
(Kyambogo University (un published work), 2019-11) Adeke, Angella Rose
Educational technology is considered to be playing a great role in the teaching of reading to learners with visual impairment in inclusive primary schools. This study investigates the role of educational technology in teaching reading to learners with visual impairment in inclusive primary schools. The study further sought to establish the types of educational technology teachers use in teaching reading to learners with visual impairment in inclusive primary schools, the relevancy of using educational technology and challenges teachers face when using educational technology. The study adopted a qualitative case study design in which three schools were investigated. They were eighteen (18) respondents in this study which included three (3) headteachers, six (6) teachers, and nine (9) learners with visual impairment. One on one semi structured interviews were administered to headteachers and teachers, focused group discussions were conducted for the learners. For purposes of corroboration, relevant documents related to educational technology in the schools were analyzed. The findings from this study indicate that, the types of educational technology teachers use include, Brailed educational materials, recorders and magnifying lenses. The study further reveals the relevance of educational technology as: Motivates learners to learn with high interest, builds confidence, promotes positive attitudes in learners, allows sharing, makes learning process real and increases learners’ interaction. The challenges experienced by teachers in using educational technology were inadequate knowledge and skills among teacher, high expectations among parents and inadequate parental involvement. The study concluded that the teachers use different types of educational technology which is relevant to the teaching of reading to learners with visual impairment. The study recommends that government should reduce the number of teacher pupil ratio and sensitize different and to give teachers refresher courses on how to teach reading to learners with visual impairment.
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.
Information and Communication Technology (ICT): it’s use in teaching students with low vision in secondary
(Kyambogo University, 2021-05) Mukhwana, Michael
The advancement in technology has revolved the teaching process world over making ICT one of the essential pedagogical tools for enhancing teaching for ‘All’. There has been a gap between ICT as a subject and integrating adapted ICT resources as a pedagogical tool to enhance teaching across all disciplines for Students with Low Vision (SWLV). This study, therefore, examined the use of ICT in teaching SWLV in Secondary Schools in Mukono District, Uganda. The study was guided by objectives, namely; the nature of ICT resources; teacher preparation in ICT and the use of ICT in teaching SWLV. The study was guided by Human Activity Assistive Technology (HAAT) model as a theoretical framework to try and understand how ICT resources are used in teaching SWLV. A case study design of the qualitative approach was used. The target population for this study was the Secondary Schools teachers and SWLV who were purposefully selected to participate. The semi-structured interviews and observation methods were utilized in collecting the data. The data obtained were thematically analysed to derive meaning from them. The findings revealed that Secondary Schools barely had low-tech ICT resources while high-tech ICT resources were available but inadequate. The teachers had generic basic informal ICT training without specific training in adapting and integrating ICT resources in teaching SWLV while ICT is minimally utilized during the teaching process while science-based subjects were challenging to use ICT resources as a teaching tool and the biggest obstacle towards adapting ICT resources to teach SWLV is lack of sufficient specific training. The study concluded that schools had inadequate appropriate ICT resources for teaching SWLV; teachers were not adequately prepared to use ICT as a pedagogical tool while the level of ICT integration in teaching remains at an initial stage in Secondary Schools. The study, therefore, recommends that more appropriate ICT resources for SWLV be made available in Secondary Schools by the Ministry of Education and Sports (MoES) and other stakeholders. In addition, more in-service and preservice training opportunities for teachers in adapting and integrating ICT to teach SWLV should be accorded while collaborative practice between Secondary Schools should be encouraged.
Use of assistive technologies in teaching and learning of learners with visual impairment in primary schools in kasulu district, Tanzania
(Kyambogo University [unpublished work], 2023-04) Bahati, John Karusha
This study examined the use of ATs in teaching and learning of LwVI in primary schools in Kasulu District, Tanzania. It was guided by three objectives namely; to establish the available ATs for teaching and learning of LwVI; to examine how ATs are used to facilitate the teaching and learning of LwVI, and investigate how ATs might be enhancing the learning of LwVI in primary schools. The study was guided by the Delone and Maclean (D&M) IS Success model as a comprehensive theoretical framework to examine how ATs are successfully used to facilitate the teaching and learning of LwVI. A case study design under a qualitative research approach was adopted and the data was collected using two methods namely; observation which was conducted to analyze the available ATs and other enabling infrastructures for use of ATs; then interviews, where semi-structured interviews were held with twelve participants in categories of teachers; the deputy head teacher; learners with visual impairments, and a District special Needs Education Officer. The data obtained was subjected to thematic analysis to generate meaning for inferences. The study reveals that primary schools have some ATs but many of them are not available and those that are available are not sufficient to cater for LwVI. On another side, the school is constrained with limited collection of low-tech ATs and extremely few high-tech ATs and that some of the available ATs are not operating due to breakdown and lack of repair. It also shows that the use of ATs is hindered by poor infrastructure. Though limited, teachers and LwVI were making use of ATs in different ways and the learning of LwVI was therefore to some extent enhanced. The study, therefore, concludes that the schools had very few ATs, the use of ATs in primary schools was limited due to existing challenges, and the learning of LwVI was slightly enhanced. Lastly, the study recommends that efforts be made by stakeholders including the MoEST in collaboration with the PO-RALG, TIE, NGOs should equip primary schools with ATs and put in place necessary enabling infrastructure, improve pre-service and in-service teacher training programs. The study further recommends proper budget allocation to cater for acquisition of ATs for primary schools in Tanzania if learning among LwVI is to be enhanced.
Provision of reasonable accommodation to employees with visual impairment by organisations of and for persons with disabilities in Kampala metropolitan area
(Kyambogo University [unpublished work], 2023-10) Twinomujuni, Eria Samuel
The purpose of the study was to explore the provision of reasonable accommodation to employees with visual impairment (EwVI) in organizations of and for persons with disabilities in Kampala Metropolitan Area. The objectives of the study included exploring the perceptions of employers towards the provision of RA to employees with visual impairments among organizations of and for PWVI, establishing the working conditions for EwVI in organizations of and for PWVI, and analyzing the adaptations at the workplace to enable EwVI to work comfortably. An exploratory study design was used and the study was qualitative in nature. Semi-structured interviews were used to collect data. The study participants were thirteen (13), 10 of whom were EwVI and 3 were employers, and these were all selected by use of purposive sampling. The study findings revealed that employers largely had positive attitudes towards the provision of RA to EwVI as recognition for them being contributing agents towards the performance of the organizations, although they found them to be expensive. Yet, the negative attitudes of a few employers towards the provision of RA were largely due to a lack of awareness of their needs, seeing it as a burden and accusing EwVI of poor performance. The study findings also revealed that the majority of EwVI were faced with poor working conditions due to unfavorable work policies that included too much workload with short deadlines, a lack of consideration for salary and transport enhancement, and working under uncomfortable and obstructive work stations. The only favorable working conditions reported by employees with visual impairments were expressed by PWVI, especially the workplace interactions where they freely interacted with their workmates. Lastly, the study findings also revealed that there was a general lack of adapted technology for PWVI in the workplace. The adaptations that were expected included computer application software, information in an accessible format, an obstacle-free physical environment, and ramps for easy mobility, among others. However, a few EwVI had some adapted technological devices, including computers with jaws, screen-reading software, and smartphones with free internet services. It was recommended that employers should be sensitized to be non-discriminative against EwVI, provide them with sighted guides, provide flexible work schedules, cover transport expenses of EwVI, adapted technology and information in different accessible formats, provide adapted computers and smartphones with jaws, digital voice recorders and braille embossers as well as lenses, and modify the physical environment by covering the potholes, removing the tree stamps and broken bricks for easy mobility. Further research was recommended on perception of employers towards the employment of persons with visual impairment in the private sector in Uganda.
Use of information and communication technology in training pre service student teachers’ with visual impairment in Bishop Willis Teachers’ Training Institute, Uganda
(Kyambogo University [unpublished work], 2023-11) Elipu, Stephen
Information and communication technology (ICT) in education has swiftly advanced across the world. This is caused by the reforms that are taking shape in education including teacher education, special needs education and legislative provisions. To cope up with these (ICT) reforms and developments that are taking place in different sectors including education, initiatives are being set up as informed by research. In this study, the researcher explored how ICT is used in the Training of pre-service students with visual impairment (SwVI) in Teachers Training Institutes to use it as a pedagogical tool. This study was carried out in Bishop Willis Teachers’ Training Institute in Eastern Uganda. The researcher used Human Activity Assistive Technology model (HAAT) to explore how humans make use of the assistive technology (ICT) to perform an activity. The researcher used qualitative research approach with a case study design. Through this approach and design, the researcher collected data using semi structured interviews and non-formal observation. Ten (10) participants took part in the study. They included three (3) tutors and seven (7) SwVI. Data was analyzed thematically. The presentation, interpretation, analysis, and discussion of findings were backed by the Human Activity Assistive Technology (HAAT) model and the literature reviewed in chapter two. The researcher chose the relevance of HAAT in picking information that would be used in understanding how both human and nonhuman resources are useful in training SwVI to use ICTs as pedagogical tools. During and after presenting, interpreting, analyzing, and discussing the findings four major issues were exposed. The first issue that emerged from the findings was that tutors had inadequate training in the use of adapted ICT for training SwVI to use it as a pedagogical tool. Findings further showed that, although tutors are engaged in teaching/integrating ICT in their subject lessons for teaching pre-service teachers with visual impairment, there is a need to retool them (tutors) on the use of adapted ICT for persons with visual impairment. Secondly, findings revealed that the available computers did not have accessible soft wares for SwVI to make use of ICT as a pedagogical tool. The findings further indicate that those SwVI who had their personal smart phones made use of them for academic purposes. The third issue that emerged from the findings show power shortages as a barrier affecting the planned use of ICT by tutors while training SwVI. Lastly the findings show negative attitude from some SwVI in using ICT as a pedagogical tool. Recommendations made include; ministry of education and sports with other partners to invest highly in ICT for SwVI in Teachers Training Institutes, regular training of tutors on adapted ICT for persons with visual impairment and sensitizing SwVI the values of adopting ICT in education as a sector.
Improving teaching integrated production skills to student teachers with visual impairment: a case of Bishop Willis teacher training institute, Iganga district
(Kyambogo University (Unpublished work), 2024-03) Sirikire, Sarah
The study investigated Improving Teaching Integrated Production Skills to student Teachers with visual impairment in Bishop Willis Teacher Training Institute, Iganga district in Eastern Uganda. The objectives that guided this study were; exploring students’ views towards IPS; establishing tutors’ views towards teaching IPS to students with visual impairment; and identifying strategies of encouraging students with visual impairment to opt for IPS. This study is of qualitative approach that involved use of case study design. Data was got from participants who include principal, 2 deputy principals, 2 tutors of IPS and 5 students offering IPS. The findings were presented verbatim, using quotations got from participants. The findings of the study indicate, among other things tutors being willing to teach students with visual impairment, students with visual impairment prefer Home Economics among the IPS components. The second findings, which were from tutors, ordinary students and those with visual impairment show that IPS is of great importance. The third finding is that students with visual impairment have interest in IPS though they are challenged with some barriers like absence of modified equipment to use during practical lessons and their tutors being braille illiterate among others. It is evident that students with Visual impairment ought to have knowledge and skills of IPS if they are to manage their lives and match with the 21st century demands. With the stated findings listed above, relevant conclusions have been provided. One of the conclusions is that tutors’ willingness to teach all categories of students is such a positive development. The second conclusion is that tutors need to continuously talk to students with visual impairment to get interested but also need to be helped on how to manage all learners. Finally, institutions need to be well equipped with appropriate materials to benefit all students. Basing on the conclusions, the following are the relevant recommendations; first, it is recommended that tutors need to always encourage all students using friendly language, Sensitization programs be conducted in Teacher Training Institutions to retool tutors on how to manage diversity among students and equipment/ materials appropriate to the educational needs of all students be availed to ease the teaching/learning process of Integrated Production Skills.
Utilization of hi-tech assistive technology by teachers and learners with visual impairment at Madera secondary school for the blind in Uganda
(Kyambogo University (Unpublished work), 2024-03) Sanya, Jackson Obale
Hi-tech assistive technology worldwide serves as a game changer for learners with visual impairments to increase, maintain, or improve functionality for everyone in educational institutions. However, there is less or unfair use of hi-tech assistive technology in Uganda. This study explored the utilization of hi-tech assistive technology by teachers and learners with visual impairments during teaching and learning at Madera Secondary School for the Blind in Uganda. The objectives of this study were to: examine the nature of available hi-tech assistive technology for teachers and LWVI; analyze the perceptions of teachers and LWVI on the use of hi-tech assistive technology; and find out how hi-tech assistive technology is utilized at Madera Secondary School for the Blind. This study used the Human Activity Assistive Technology (HAAT) model as a theoretical model. A case study design and a qualitative research approach were used. The sample for this study was eight (8) participants, comprising four (4) teachers and four (4) LWVIs. A purposive sampling technique was used in selecting participants. Semi-structured interviews and observation were used in collecting data. The data was thematically derived and presented. The study revealed that the hi-tech assistive technology available was computers and Demo JAWS. No teacher or LWVI were formally trained, but a few teachers had informal basic training in workshops to use the devices and software. Furthermore, hi-tech assistive technology simplifies access to information, is used to record and revise audio work and notes, and allows learners to participate in leisure activities, thus making them independent. However, they were challenged with inadequate knowledge and skills to operate devices and software; unstable power; and a lack of repair services. The study discovered that general science subjects were taught to ‘O’ level LWVI, whereas in ‘A’ level, LWVI offered arts combination. Conclusively, the devices and software were inadequate in schools compared to the number of teachers and LWVI; some were spoiled, whereas others were kept without a central processing unit. The study recommends that there should be consideration for the purchase and installation of licensed JAWS; manufacturers should pilot all the devices with the users; construct spacious resource rooms; and train teachers in the use of devices and software available in schools; speed up the domestication process of the Marrakesh treaty to freely access the cooperate rights to soft copy materials in accessible formats. This study is significant as it bridges the policy gaps and promotes AT and digital inclusion for teachers and LWVI in Uganda.
Assistive technology use in teaching mathematics to students with visual impairment in two selected secondary schools in eastern Uganda
(Kyambogo University (Unpublished work), 2024-06) Akol, Agnes
Technology advancement has become inevitable in the teaching process world over. Educational institutions across the world have enormously invested in technology to enhance teaching. Despite such enormous investment, the majority of teachers are not using ATs for teaching. Moreover, there are limited studies that demonstrate the importance of ATs in teaching SwVI. Hence this study explored the use of ATs in teaching Mathematics to SwVI in two selected secondary schools in Eastern Uganda. It was guided by three objectives namely; (i) To establish the ATs available for teaching Mathematics to SwVI in two selected secondary schools in Eastern Uganda; (ii) To examine the training undergone by teachers to enable them to use ATs to teach Mathematics to SwVI in two selected secondary schools in Eastern Uganda; and (iii) To explore how ATs are used to teach Mathematics to SwVI in two selected secondary schools in Eastern Uganda. It was hoped that the findings of the study would help various stakeholders recognize the necessity for using ATs in schools. Locating the study in Human Activity Assistive Technology (HAAT) as a theoretical framework to enhance an understanding of the use of ATs in teaching mathematics to SWLV, the researcher adopted a qualitative research approach and a case study design to execute the research. Qualitative data for the study was collected from a sample of eight that was purposively selected. Data was collected using two methods namely: semi-structured interviews and observations. The data collected was thematically analysed to derive meaning from them. The findings from the study revealed that Secondary Schools in Eastern Uganda had a few low-tech and high-tech ATs for teaching mathematics to SwVI, the teachers had general informal training with barely formal training which posed a major challenge on the use of ATs to teach mathematics to SwVI. There was use of ATs observed during the teaching of mathematics to SwVI to a lesser extent because of the informal training attained by teachers. The study concluded that secondary schools had inadequate ATs for teaching mathematics to SwVI; teachers were not adequately trained to use ATs as a pedagogical tool to teach mathematics to SwVI while the level of ATs use in teaching mathematics to SwVI remains wanting in Secondary Schools. The study recommended that more appropriate low-tech and high-tech ATs for teaching mathematics to SwVI be procured and supplied to secondary schools by the Ministry of Education and Sports (MoES), NGOs and other stakeholders. It further recommended that the government through MoES and school administrators should offer opportunities to teachers in Secondary Schools to go for in-service and pre-service training on the use of ATs to teach mathematics to SwVI. Additionally, MoES and school administrators should offer the opportunity for more in-service and preservice training for teachers on the use, repair and maintenance of ATs for teaching mathematics to SwVI.
Efficacy of the non-digital Ugandan banknote identifier
(Kyambogo University (Unpublished work), 2024-10) Ayoli, Moses
This study investigated the efficacy of the non-digital Ugandan Banknote identifier. The research aimed to evaluate the accuracy, user-friendliness, and necessary modifications of this tool to facilitate independent financial transactions for people with blindness. Despite the innovation of the non-digital Banknote identifier, it’s mass production, circulation, and usage have not been fully realized, thereby prompting this study. An experimental research design was employed, involving an experimental group using the identifier and a control group without it. This setup enabled a comparative analysis of the efficacy of the identifier. Data collection combined quantitative and qualitative methodologies through triangulation, incorporating in-depth interviews and statistical analysis. Findings revealed that 88.9% of respondents affirmed the accuracy of the non-digital identifier, though 11.1% preferred traditional methods due to doubts about its reliability. Before the introduction of the identifier, persons with blindness relied on assistance from others or tactile methods, often leading to inaccuracies and potential exploitation. The identifier has significantly enhanced the accuracy and independence of persons with blindness in financial transactions. Regarding user-friendliness, 88.8% of respondents adapted to the device within a week. However, challenges such as difficulty inserting old or weak Banknotes and the inability to detect counterfeit notes were reported. Despite these issues, the majority of respondents found the device significantly useful for daily transactions. Respondents suggested several modifications to improve the usability of the device, including using durable materials such as wood or metal, increasing the size, adding tactile lines, and incorporating a talking feature to announce denominations. These recommendations align with previous findings emphasizing the importance of tactile features on currency for persons with blindness. The study concludes that while the non-digital Banknote identifier is an effective tool for persons who are blind, there is a need for further improvements and increased awareness to promote its adoption. Enhancing the durability of the device, incorporating additional tactile features, and exploring digital solutions could further facilitate financial independence and security for persons who are blind in Uganda.
Experiences of students with visual impairment during information communication technology based instruction: a case of one secondary school in Gulu city
(Kyambogo University (Unpublished work), 2024-10) Kamondai, Mary Njoki
Technology is largely viewed as the best enabler of special and inclusive education due to its profound ways in which it not only breaks access boundaries, but significantly how it fosters independence for students with disabilities, as well as interdependence among students with and without disability. This study examined the experiences of students with visual impairment in regards to the use of ICT, particularly online platforms for instructions, soft-copy learning materials, and portable audio devices in one of the secondary schools in Gulu City in Northern Uganda. This school was chosen because it is an inclusive school with a department for special needs and an ICT laboratory for students with visual impairment. The study was guided by social model of disability as a theoretical framework to try to understand the experiences of students with visual impairment during ICT based instruction. This study adopted a qualitative research approach and a case study design was used. The target population for this study was one secondary school teachers and students with visual impairment who were purposefully selected to participate. Out of 5 teachers in the department of special need 4 teachers teaching ICT were chosen and 6 students out of 24students with visual impairments participated. Semi-structured interview guides were utilized in collecting the data. The data obtained were thematically analyzed by the researcher reading through the transcripts and listening to the audio recordings to familiarize with the data, created initial codes, recognized emerging themes, reviewed these themes, defined and labeled the identified themes, and finally compiled the report. The findings revealed that online instruction offers specialized support and adaptability to individual needs, yet learners still face enormous difficulties in navigating and interacting with the user interface of platforms such as Zoom and Google Meet. Digital learning materials reduce reliance on bulky braille books, challenges remain for teachers and students alike, in adapting to soft copy, materials for subjects like mathematics. Audio devices provide alternative means of accessing educational content, and importantly for learners, it helps them to cope with fast-pace teachers, but challenges such as power outages and restrictive school policies, where students are not permitted to carry the devices with them back home still remain. Despite these challenges, online instruction, soft copy notes, and audio devices hold promise in enhancing educational access and outcomes for students with visual impairment. Collaborative efforts from educators, policymakers, and technology developers are needed to develop accessible and inclusive educational resources for all students. The study came up with several recommendations such as enhancing usability and user experiences, ensuring devices accessibility and usability, comprehensive training programs for both teachers and students on how to effectively use online platforms for education, policy advocacy and addressing accessibility barriers to mention a few by calling upon the ministry of education and sports to conduct regular usability assessment and user testing sessions with visually impaired students to identify and address usability issues ensuring digital learning materials are intuitive ,easy to navigate ,and responsive to diverse learning needs of students with visual impairment during ICT based instruction in secondary schools.
Utilisation of digital technologies in teaching students with blindness at a selected university in Dar es salaam city, Tanzania
(Kyambogo University (Unpublished work), 2024-10) Hadija, Suleiman
This study explored utilization of digital technologies in teaching Students with blindness at selected university in Dar es Salaam City, Tanzania. The study aimed to achieve three objectives, namely, to analyze the availability and adequacy of digital technologies for teaching students with blindness at selected university, to examine how the available digital technologies are used in teaching students with blindness at selected university and to investigate the perceptions of lecturers, technical staff and students on utilization of digital technologies in selected university. The study utilized the Technology Acceptance Model to explore utilization of digital technologies at selected university. The study adopted a qualitative approach; a case study design was used to obtain the relevant data. Criterion purposive sampling was employed. Two methods of data collection were used to collect data which are Interview and Observation. In an interview, a semi-structured interview guide was prepared to explore utilization of digital technologies and 12 participants were interviewed. While under observation, the observation checklist was prepared to investigate the availability and adequacy digital technologies and supportive infrastructures that enable utilization of digital technologies and the data were recorded. The data obtained were analyzed thematically following the research purpose, objectives and research questions. The study found that digital technologies at selected university were available but not enough to cater for the academic needs of each blind student in the university. Some of digital technologies were appropriate while some are not. Additionally, the study shows that utilization of digital technologies is limited due to lack of knowledge among users, unsupportive infrastructures, and a low number of digital technologies. Finally, the study reveals that there are lectures, technical staffs and students who perceive utilization of digital technologies positively where they believe its use saves time, enhances participation, and promotes equitable quality education to students with and without disabilities and those who perceive it negatively where they believe that using technology can lead to frustration and time wastage. The study concluded that the university has inadequate DTs to enhance the teaching and learning of students with blindness; hindrances emerged, leading to the underutilization of available digital technologies in teaching students with blindness, together with the negative perceptions among lecturers, technical staff and students with blindness. Lastly, the study recommended that the Ministry of Education Science and Technology, in collaboration with other stakeholders like Non-Government Organizations and associations works with people with disabilities, to ensure the availability and adequate number of digital technologies for blind university students. The regular awareness training and capacity building of technical staff to ensure full utilization of digital technologies in teaching students with blindness. Also, the study recommends an improvement of teacher education to provide knowledge on how to handle inclusive classes with the aid of technology and to improve the supportive infrastructure.
Information and Communication Technology (ICT) and its use in teaching students with visual impairment in secondary schools in Kabale municipality, Uganda
(Kyambogo University (Unpublished work), 2024-10) Niringiyimaana, Flavia
Technology has emerged rapidly as force which has been more widely accepted in almost every facet of life around the world, making it vital for teaching. There has been a gap between ICT as a subject and adapted ICT device as a method to improve teaching of all subjects and integrating it for SWVI. The purpose of this study was to examine factors that influence use of ICT in teaching SwVI in Kabale Municipality in South Western Uganda. The study investigated availability of ICT tools, teachers’ competences in the teaching and the perception they have about use of teaching ICT to SWVI. The study adopted a qualitative approach and focused specifically on a case study design. Interviews were used as data collection methods. The target population for the study was composed of: teachers (N=30) and students (N=43). The study sample then comprised of teachers (N=5) and students (N=7). Data was analyzed qualitatively, basing on key themes and sub themes. Responses were categorized – where by those that were similar, and others that were unique were analysed accordingly. One of the key findings revealed that ICT tools used in Y Secondary School were of different types; some were of low-tech ICT and some were high-tech ICT. Other findings revealed that some teachers had basic informal and not specific ICT training in adapted technologies for teaching suitable for SwVI. Some other key findings showed that teachers were convinced that students were able to work with and use ICT independently, and thereby enjoying the benefit learning through the use of ICT. There were also findings that revealed some challenges faced, such as inadequacy in skills, facilities, and unstable electricity power source for running the devices. The study concluded that Y Secondary school had inadequate ICT devices for teaching SwVI; teachers were not skilled and knowledgeable enough in using ICT devices to teach SwVI. The study further concluded that ICT integration into teaching remained a challenge in secondary schools where SwVI studied. Basing on the findings and conclusions, the study provided recommendations, among other things, that Ministry of Education and Sports and other NGO’s should equip secondary schools with adequate ICT tools. Another recommendation was that teachers ought to be trained and retrained at both pre-service and in-service levels on how to adapt and integrate ICT into teaching SwVI.
Assistive technology use in education of students with visual impairment: a case study of Angal and Parombo secondary schools in Nebbi district
(Kyambogo University (Unpublised work), 2024-10) Owachgiu, Christopher
Worldwide, the use of assistive technology in the education of students with visual impairment has the potential to improve their academic performance and learning capacity. This study, therefore, examined the use of assistive technology in education of students with visual impairment in secondary schools. The study was guided by the following objectives; the types and conditions of Assistive Technology; how effectively assistive technology is being used in education of Students with visual impairment and perceptions of students with visual impairment towards the use of assistive technology. The study was guided by Critical Disability Theory as a theoretical framework to try to understand the effectiveness of using assistive technology in the education of students with visual impairment. A case study design of the qualitative approach was used. The participants for this study was the students and resource room teachers. The semi-structured interviews and observation methods were used in collecting the data. Data obtained were thematically analyzed. The findings revealed that there are varieties of assistive technology in the resource rooms but they were few in numbers and students with visual impairment and their teachers lacked the necessary skills and competency to use the available assistive technology, there was irregular power supply; students with visual impairment and their teachers were aware of the positive impacts of assistive technology on their learning, and both teachers and students with visual impairment had positive attitudes towards the use of assistive technology. The study recommended that schools should form alliances with other interested parties for the provision of suitable Assistive Technology equipment; schools with students with visual impairment must form partnerships with sister institutions; the Ministry of Education and Sports should make sure secondary schools have enough assistive technology to support students with visual impairment; there is need for Continuous Professional Development for secondary school teachers on the use of assistive technologies and the school administrators should prioritize repairing the available assistive technology.

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