Experiences of students with visual impairment during information communication technology based instruction: a case of one secondary school in Gulu city

Abstract

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.