Assistive technology as a factor of improving education achievement for students with visual impairment at Kibos secondary school Kisumu county, Kenya

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dc.contributor.authorOira, Maaga
dc.date.accessioned2014-10-03T13:09:30Z
dc.date.available2014-10-03T13:09:30Z
dc.date.issued2014-10-03
dc.descriptionSchool of Educationen_US
dc.description.abstractThe purpose of the study is to encourage teachers and students to shift from over relying on old technology to new technology that is quick and efficient in acquisition of education. Also to analyze the contribution and role of assistive technology in improving education achievement for students with visual impairment at Kibos special secondary school. The objectives of the study include; to establish the access technology engaged in the teaching of students with visual impairment at secondary school level, identify the kind of technology used in Kenyan secondary schools, examine the criteria used in selecting the best media that suits the student's individual needs, to find out the challenges faced by teachers and students using access technology, determine ways teachers and students with visual impairment cope with the various types of assistive technology and finally, the impact of assistive technology on the education achievement of students with visual impairment. Students in United States and countries like Canada and Australia work independently as they use modem technology to complement them in their academic activities in revision, socialization and sharing in many areas of education. In Kenya, the curriculum and policies guiding technology utilization among students and teachers are lacking. It is even worse among students with visual impairment whose education has been emancipated by technology. Technology used by these students is manual braille through use of bailers, slate and stylus which require to be replaced with efficient technological innovations such as Smart Bailers; computers fitted with assistive technology such as large print access, speech access, Braille access, and scanned material access. Modem technology has a high ability to unlock learning and expand possibilities of students. Assistive technology can be a great equalizer in the sense that for the Braille user, it allows students to provide feedback by producing materials in Braille for personal use and then in print for the teacher, classmates, parents and others who may not be conversant with Braille. The technology gives students with visual impairment the power of storing, retrieving and disseminating information. The study methodology employed is case study and the design is descriptive. The sample size is 40 respondents, comprising 30 form two and three students, eight teachers, a transcriber and a librarian. Methods of data analysis will be Statistical Packages for Social Sciences (SPSS) and will be presented in percentages, graphs, charts, and tables to reflect the findings ofthe studyen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/11352
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleAssistive technology as a factor of improving education achievement for students with visual impairment at Kibos secondary school Kisumu county, Kenyaen_US
dc.typeThesisen_US
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