Use of assistive technologies in teaching and learning of learners with visual impairment in primary schools in kasulu district, Tanzania

Abstract

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.