Experiences of students with visual impairments in utilizing assistive technology devices for learning in a Ugandan public university

Abstract

The development of technology has been a major breakthrough for learners with visual impairments, enhancing their participation in educational activities. This study explored the experiences of students with visual impairments in the utilization of assistive technology (AT) devices for learning in Public Universities in Uganda, using Kyambogo University as the case study. The study was guided by four objectives: to identify the types of assistive technology devices used by students with visual impairments for learning; to explore the lived experiences of students with visual impairments in the utilization of assistive technology devices for learning; to examine the enablers of utilization; and to identify the barriers hindering utilization of assistive technology devices for learning by students with visual impairments in Kyambogo University. The study was guided by the Human Activity Assistive Technology (HAAT) model. A phenomenological research design within a qualitative approach was employed. The target population comprised all learners with visual impairments at Kyambogo University, totaling 96 students, from which 24 participants were purposively selected. Data were collected using semi-structured interviews and observation, and analyzed thematically to generate meaning-rich categories. Findings revealed that the availability of assistive technology devices in universities is inadequate to meet the learning needs of Students with Visual Impairments. Moreover, many students lacked the necessary skills to use available AT devices such as screen readers, Braille displays, and magnifiers, while some devices were incompatible with individual needs. Additionally, most lecturers lacked the competence to support learners with visual impairments in utilizing AT due to insufficient training. The study concluded that limited access, inadequate training, and lack of institutional support significantly constrain effective utilization of AT among Students with Visual impairments. It recommends that the Government of Uganda, through the Ministry of Education and Sports (MoES), should ensure adequate provision and maintenance of AT devices in universities enrolling SVIs. Furthermore, teacher education curricula should include modules on assistive technology, and non-governmental organizations (NGOs) should be encouraged to partner with universities in providing and maintaining AT devices.