Utilization of hi-tech assistive technology by teachers and learners with visual impairment at Madera secondary school for the blind in Uganda

Abstract

Hi-tech assistive technology worldwide serves as a game changer for learners with visual impairments to increase, maintain, or improve functionality for everyone in educational institutions. However, there is less or unfair use of hi-tech assistive technology in Uganda. This study explored the utilization of hi-tech assistive technology by teachers and learners with visual impairments during teaching and learning at Madera Secondary School for the Blind in Uganda. The objectives of this study were to: examine the nature of available hi-tech assistive technology for teachers and LWVI; analyze the perceptions of teachers and LWVI on the use of hi-tech assistive technology; and find out how hi-tech assistive technology is utilized at Madera Secondary School for the Blind. This study used the Human Activity Assistive Technology (HAAT) model as a theoretical model. A case study design and a qualitative research approach were used. The sample for this study was eight (8) participants, comprising four (4) teachers and four (4) LWVIs. A purposive sampling technique was used in selecting participants. Semi-structured interviews and observation were used in collecting data. The data was thematically derived and presented. The study revealed that the hi-tech assistive technology available was computers and Demo JAWS. No teacher or LWVI were formally trained, but a few teachers had informal basic training in workshops to use the devices and software. Furthermore, hi-tech assistive technology simplifies access to information, is used to record and revise audio work and notes, and allows learners to participate in leisure activities, thus making them independent. However, they were challenged with inadequate knowledge and skills to operate devices and software; unstable power; and a lack of repair services. The study discovered that general science subjects were taught to ‘O’ level LWVI, whereas in ‘A’ level, LWVI offered arts combination. Conclusively, the devices and software were inadequate in schools compared to the number of teachers and LWVI; some were spoiled, whereas others were kept without a central processing unit. The study recommends that there should be consideration for the purchase and installation of licensed JAWS; manufacturers should pilot all the devices with the users; construct spacious resource rooms; and train teachers in the use of devices and software available in schools; speed up the domestication process of the Marrakesh treaty to freely access the cooperate rights to soft copy materials in accessible formats. This study is significant as it bridges the policy gaps and promotes AT and digital inclusion for teachers and LWVI in Uganda.