Assistive technology use in education of students with visual impairment: a case study of Angal and Parombo secondary schools in Nebbi district

Abstract

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.