ICT as an Enabler to Academic Success of Students with Visually Impaired at Sim University

Simui, Francis; Ngandu, S.; Nyaruwata, Leonorah Tendayi

doi:10.33260/zictjournal.v1i1.9

Cited by 11 publications

(11 citation statements)

References 2 publications

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“…The remaining 5% of learners were mostly learners with albinism who use some large print in some schools. This is consistent with Simui, Kasonde-Ngandu and Nyaruwata's [7] study findings on ICTs as enablers to academic success of leaners with visual impairments in Sub-Saharan Africa. In their study, it was observed that learners with visual impairments actively applied ICTs such as typewriters, cell phones, elevators with speech facility, computers, jaws, e-mails and talking watches among others for academic purposes.…”

Section: Introductionsupporting

confidence: 91%

Access to Career Guidance through Information and Communication Technology by Learners with Visual Impairment in Selected Secondary Schools of Zambia

Chipili¹

2018

zictjournal

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The study explored why learners with visual impairment in selected secondary schools of Zambia were more braille inclined in accessing career guidance information than through ICT. Key among the objectives that guided the study was to identify why learners with visual impairment were more braille inclined in accessing career guidance than through ICT. UTAUT theory guided this study. A case study design was used in presenting and discussing the findings. Population was all pupils with visual impairment and their teachers in selected secondary schools in Zambia, while the sample size was fifty-two (52) segmented as fourty (40) pupils, four (4) head teachers, four (4) career guidance teachers and four (4) grade teachers. The study found that due to inadequate or non-availability of ICT facilities, learners with visual impairment did not access career information through ICT. In addition, inadequate ICT trained teachers and ICT unclear policy contributed to learners being more braille inclined than ICT. Instead, learners accessed career information through braille and word of mouth only. For these reasons learners did not participate in ICT practical lessons and examinations consequently, restricted in their career choices. The study therefore, recommended that the Ministry of General Education should supply ICT facilities, train teachers in ICT, formulate clear policy on ICT for learners with visual impairment and ECZ should introduce practical examination in ICT.

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Section: Introductionsupporting

confidence: 91%

Access to Career Guidance through Information and Communication Technology by Learners with Visual Impairment in Selected Secondary Schools of Zambia

Chipili¹

2018

zictjournal

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“…The government should embrace at all costs the need to invest in technologies that help inclusion to be real if Zambia is to move forward with the inclusive education agenda. Currently, studies on inclusive education in Zambia show that learners have no access to computers and other ICTs that facilitate access to the curriculum (Simui, Kasonde-Ngandu and Nyaruwata, 2017;& Mtonga, 2013). ICTs increase participation in learning and access to the curriculum.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Inclusive Education Status through the Lenses of Teachers in Zambia

Muzata

Simui

Mahlo

et al. 2021

AJOTE

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This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances

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“…Thus, there was need to ride on reflective practice as a critical tool to empower teachers to welcome diversity and challenge disablers in their learning contexts [48] & [49]. Equally, ICTs were recommended as enablers to academic success of learners for inclusive education [50].…”

Section: International Perspectives On Preparing Preservice Teachersmentioning

confidence: 99%

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

Mukelabai¹,

Siakalima²,

Simalalo³

et al. 2020

EDUCATION

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The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government's commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.

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ICT as an Enabler to Academic Success of Students with Visually Impaired at Sim University

Cited by 11 publications

References 2 publications

Access to Career Guidance through Information and Communication Technology by Learners with Visual Impairment in Selected Secondary Schools of Zambia

Access to Career Guidance through Information and Communication Technology by Learners with Visual Impairment in Selected Secondary Schools of Zambia

Inclusive Education Status through the Lenses of Teachers in Zambia

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

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