Relative Advantage of Assistive Technology in the Teaching and Learning of Integrated English Among the Visually Impaired Learners in Special Secondary Schools in Kenya

Abstract

The Kenyan government's education policies and goals are geared towards achieving education for all (EFA) in tandem with international conventions and standards, including the Sustainable Development Goals ratified in November 2015. It is estimated that there are approximately 15,500 visually impaired (VI) children in Kenya. The Ministry of Education Report (2009) showed that 1,527 children were attending special schools and 1,637 were attending integrated/inclusive schools in the country. These special schools utilize assistive technology (AT) although facilities are inadequate. The study is based on Rogers' diffusion of innovation theory. The purpose of the study was to establish the relationship between relative advantage of AT (the degree to which an innovation was perceived better than the one it supersedes) and teaching and learning of integrated English among VI learners. The study employed descriptive research design, targeting all the four special secondary schools exclusively set aside for the VI in Kenya. The sample size was four principals, 218 students, and 48 teachers. Data were collected using questionnaires, observation schedule and focused group discussions. The study established that there was significant relationship between relative advantage of AT and teaching and learning of integrated English among VI learners. The study recommended that before acquisition of AT by school management, there should be objective assessment of whether an AT would add value to the learning process compared to the already existing AT.

Nurses: a guide towards assistive devices and technologies for the visually impaired individuals

“…In addition, these innovations may reduce their fear of social isolation by allowing them to move beyond their normal environment and to engage socially. 2,4 Assistive devices are becoming an important part of the rehabilitation programme for visually impaired persons. It not only improves the body functioning but also improves the quality of life of individuals as well as increase their participation in daily life activities and thus helps in the independent living of these individuals.…”

“…There are a variety of assistive devices accessible to people which ranges from cost-effective devices like large print books to very high-priced devices like refreshable Braille display. 4 Assistive devices are potentially beneficial for schoolchildren with low vision and are classified as optical, non-optical, electronic, or computer-based. There are many computer-based resources which are specifically designed for blind individuals which include refreshable Braille displays and software replacing images with voice (voice synthesizers).…”

“…There are different types of canes available like walking cane or long cane, guide cane, green cane, which are designed primarily to spot objects within the path of the users, to scan for kerbs and steps by individual with some residual visual functioning, to identify the user as low vision respectively while the white cane user is identified as blind. [4][5][6]…”