Department of Visual Impairement Studies

Permanent URI for this communityhttps://hdl.handle.net/20.500.12504/32

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Browsing Department of Visual Impairement Studies by Subject "Assistive technology"

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    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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    Innovative pedagogies for inclusive education : a systematic literature review of assistive technology within the universal design for learning framework
    (Disability and Rehabilitation: Assistive Technology, 2026-05-27) Mukhwana, Michael; Lal Bika, Shankar; Kaur, Manpreet; Parmar, Paramjeet
    Purpose The world continues to draw attention towards inclusive education as a contemporary remedy to the realisation of the right of every individual student to access equitable and quality education and holistic development in appropriate learning environments. Unfortunately, this goal remains challenging to attain globally, necessitating innovative pedagogical strategies that accommodate the diverse learning needs of students. This paper examines how the integration of Assistive Technology within Universal Design for Learning framework can empower educators to facilitate technologically inclusive, differentiated and equitable learning experiences and outcomes for all students. Materials and methods This study draws from a systematic literature review of 23 empirical studies, thematically analysed and presented, to highlight practical strategies for integrating innovative education-based technologies to advance 21st-century inclusive pedagogy. Findings The findings reveal that integrating Assistive Technology into the Universal Design for Learning-based approach enhances individualised learning opportunities, participation, autonomy and academic attainment, offering an accessible pathway to ensuring inclusive education. Nonetheless, barriers exist that require concerted efforts to mitigate and leverage Assistive Technology as pedagogical tools. Conclusion Assistive Technology integration within the Universal Design for Learning presents a powerful trajectory towards innovative, equitable and student-centred pedagogy in education. The study, therefore, offers practical insights for teachers, policymakers, and scholars seeking to leverage technology to promote 21st-century inclusive education pedagogy.