EXPLORING THE ROLE OF ASSISTIVE TECHNOLOGY IN ENHANCING LEARNING FOR LEARNERS WITH VISUAL IMPAIRMENT IN SELECTED PRIMARY SCHOOLS IN LUSAKA DISTRICT, ZAMBIA

Yvonne Chabala Kaluta, Humphrey Chinyemba Kandimba

Abstract


This qualitative study explored the role of Assistive Technology in enhancing learning for learners with visual impairment in selected primary schools in Lusaka, Zambia. The study was guided by four objectives: to explore the nature of Assistive Technology available; to establish its role in facilitating access to the curriculum and shaping academic and social experiences; to identify challenges encountered in its utilization; and to explore support systems and interventions required for sustainable integration. The research utilised a phenomenological approach, with a sample of 20 participants, including 12 visually impaired children and 8 teachers from four primary schools. Data were gathered using semi-structured interviews, focus group discussions, and observational checklists. Thematic analysis was employed to examine the data. Research indicated that the accessible Assistive Technology comprised low-tech equipment, such as braille materials, slate and pen, as well as high-tech devices like JAWS and NVDA software, albeit in limited quantities. The research indicated that Assistive Technology significantly enhanced curricular access, promoted academic engagement, and facilitated social inclusion for learners with visual impairments. Nevertheless, other obstacles impeded efficient utilisation, such as insufficient equipment, absence of teacher training, technological malfunctions, and restricted electrical supply. The research additionally identified support mechanisms, including governmental finance, educator professional development, maintenance services, and stakeholder collaborations, as essential for sustained integration. The study determined that although Assistive Technology can improve learning for those with visual impairments, its successful application is obstructed by systemic obstacles. Recommendations encompassed augmented governmental financing for assistive technology acquisition, the installation of educator training initiatives, and the development of maintenance and repair frameworks.

Keywords


assistive technology, visual impairment, learners with visual impairment, inclusive education, low-tech assistive technology, high-tech assistive technology, job access with speech (JAWS), non-visual desktop access (NVDA), sustainable integration

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6706

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