Access to information communication technology and its influence on education for learners with visual impairment in selected special primary schools, Kenya
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Date
2024-09
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Publisher
Kenyatta University
Abstract
Information Communication and Technology has become the most suitable tool for learners with special needs for it meets their different learning demands. Access to this tool by these learners is hence vital. Learners with visual challenges require this technological tool for their education and personal support. This study therefore investigated access and use of ICT by learners in primary schools for visually challenge. The study was guided by the following objectives: To identify ICT resources available in the special primary schools for visually challenged in Kenya; to determine the level and nature of use of ICTs in teaching and learning in the special primary schools; to find out the learner- related factors that influence the access to and use of ICT in teaching and learning in the special primary schools; to establish the teacher- related factors that influence access to and use of ICT in the special schools; to explore the challenges encountered by the special schools in accessing and using ICTs for teaching and learning; to suggest a model for provision of learning support to learners with visual challenges in the special primary schools. The study was guided by Bruner’s Constructivist theory and was also supported by the Social Model of Disability and the philosophy of Universal Design for Learning. The study adopted descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. Purposive sampling method was used to select the schools, head teachers, teachers and ministry of education officials. Stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 headteachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, classroom observation schedule, interview schedules for head teachers and officials from the ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments was tested through piloting in one school which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analysed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The study found out that the learners did not effectively access ICT in their learning. Use of ICT in teaching and learning was not effective. Both the teachers and the learner’s ICT skills were low and the schools were not well equipped with quality ICT resources. The study concluded that there is minimal use of ICT in teaching and learning in the schools. The study recommended that schools be equipped with modern technologies and more rigorous training of teachers on the use of ICTs in teaching learners with visual challenges be emphasized
Description
A research thesis submitted in partial fulfillment of the requirements for the award of the degree of doctor of philosophy in special needs education in the school of education and life-long learning, Kenyatta University, September 2024
Supervisors:
Dr. Jessina Muthee
Prof. Samson Ondigi