Use of Modern Assistive Technology and Its Effects on Educational Achievement of Students with Visual Impairment at Kibos Special Secondary School Kisumu County, Kenya

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dc.contributor.authorMaaga, Oira
dc.date.accessioned2017-06-12T09:21:33Z
dc.date.available2017-06-12T09:21:33Z
dc.date.issued2016-10
dc.descriptionA research thesis submitted to the school of education in partial fulfillment of the requirements for the award of the degree of master of education (special needs education) at Kenyatta University, October, 2016en_US
dc.description.abstractModern assistive technology can move a long way in improving the quality of special education through making students with special needs more independent. Analogy assistive technology which is mainly used in Kenyan special school is slow, bulky, inefficient and dependent. Therefore, the purpose of this study was to analyze the potential of modern assistive technology in educational achievement for students with visual impairment at Kibos special secondary school. The study employed a case study research design where both quantitative and qualitative data of one special school were collected and analyzed. The target population of 133 students with visual impairments comprised of 73 boys and 60 girls. The study also targeted 10 teachers, a transcriber and a librarian. The study employed purposive sampling technique to select a sample of 40 students, 10 teachers, 1 librarian and 1 transcriber. Research instruments were questionnaires, interview schedule and observation checklist. Research findings were presented using frequency tables and percentages. The study revealed that in Kenya students with visual impairment use analogy technology which embraces manual brailers, slate and stylus, abacus, Taylor Frame, cubes and Cuberithms Board which are slower, inefficient and not matching digital age. The study also found that: use of modern assistive technology has enormous contribution on curriculum coverage and early completion of class work and assignments, assistive technology was in use at Kibos special secondary school in a computer laboratory where computer lessons were being conducted. Braille machines were the most frequently used types of assistive technology followed by computers, I pads and tablets. Functional vision was the most important factor considered when selecting any kind of assistive technology, and the limited number of computers was the greatest notable challenge because sharing of machines among the visually impaired is not beneficial possible due the sensory lose. The study recommended that the Ministry of Education should recognize the potential of assistive technology in supporting education for students with VI, schools for VI schools be equipped with modern assistive technology which is less bulky, quick, easier efficient, motivating and that encourage independent study/learning. Teacher empowerment is necessary to ensure adequate computer literacy skills to deliver adequately to students with visual impairment and teachers, parents, guardians and all stakeholders of institutions dealing with students having visual impairments be sensitized about the enormous benefits that come with modern assistive technologyen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/17642
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleUse of Modern Assistive Technology and Its Effects on Educational Achievement of Students with Visual Impairment at Kibos Special Secondary School Kisumu County, Kenyaen_US
dc.typeThesisen_US
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