Mwocha, Magali Janneth2024-07-152024-07-152023-09Mwocha, M. J. (2023). Use of assistive technology by learners with cerebral palsy in secondary schools in Dar-Es-Salaam city –Tanzania.https://hdl.handle.net/20.500.12504/1977x, 89 p. ;The development of technology has been a celebration for learners with cerebral palsy in the process of their participation in various educational activities. This study, uniquely, explored the use of assistive technology for learners with cerebral palsy in Secondary Schools in Dar-es-salaam city, Tanzania. This study was guided by the objectives, namely: the availability of assistive technologies used by learners with cerebral palsy in secondary schools; the use of assistive technologies by learners with cerebral palsy in secondary schools; and the hindrances of the use of assistive technologies by learners with cerebral palsy in secondary schools. The Human Activity Assistive Technology (HAAT) model as a theoretical framework guided the study to examine the use of assistive technology by learners with cerebral palsy in secondary schools. A case study design of the qualitative approach was used. The target population for this study was secondary school learners with cerebral palsy, teachers who trained in special needs education and headteachers of special schools. All participants were purposefully selected to participate in the study. The data was gathered using semi-structured interviews and observation techniques. The obtained data were thematically analyzed to bring out the real meaning. The results showed that secondary schools do not have enough assistive technology devices to meet the needs of learners with cerebral palsy. Also, even though the available assistive technology devices are not used by all students with cerebral palsy, most of them do not know how to use them and other assistive technology does not cater the needs of learners with cerebral palsy. Learners with cerebral palsy join secondary school without the knowledge and skills of how to use assistive technology such as computers, which leads to challenges in using such devices. Likewise, most teachers do not have the skills to teach learners with cerebral palsy to use assistive technology because they have not received such training. The study, therefore, recommends that the government should ensure that all secondary schools that have learners with cerebral palsy are provided with adequate assistive technology and devices after assessing the needs and abilities of those learners. Each school should prepare and provide a continuous professional development training for teachers and school staff on the use of available assistive technologies so that to help learners with cerebral palsy access and use it. Parents/guardians should be sensitized on the importance of the use of assistive technologies for learners with cerebral palsy and be well informed on where to access them so that they can be able to provide rightful assistive technologies for their children. The government should provide funds to secondary schools that enroll learners with cerebral palsy should be provided funds for buying and repairing assistive technologies where necessary. The Tanzania Institute of Education should put in Teacher training curriculum the content on how to use different assistive technologies so that all teachers coming out of the training institutions learn and help learners with cerebral palsy use them while at school.The government should encourage non-government organizations to support learners with cerebral palsy by providing assistive technologies in secondary schools.enAssistive technologyLearnersCerebral palsySecondary schoolsDar-es-salaamTanzaniaThesis