THE RELATIONSHIP BETWEEN THE IMPLEMENTATION OF THE ASSISTIVE TECHNOLOGY POLICY AND LEARNER PARTICIPATION AMONG LEARNERS WITH VISUAL IMPAIRMENT IN SPECIAL JUNIOR SCHOOLS IN KENYA

Christopher Stephen Mutembei, Peter Kimanthi Mbaka, Ken Kelvin Kimathi

Abstract


Assistive technologies play a critical role in reducing barriers to learning for learners with visual impairment, yet evidence linking policy implementation to actual learner participation remains limited, especially in specialised school settings. This manuscript, drawn from a broader doctoral study, examined the relationship between the implementation of the Assistive Technology Policy and learner participation among learners with visual impairment in Special Junior Schools in Kenya. Guided by Bronfenbrenner’s Ecological Systems Theory, the study adopted a descriptive mixed-methods design. Data were collected from 246 respondents drawn from a target population of 642 across four purposively and cluster-sampled Special Junior Schools. Questionnaires were administered to teachers and learners, while headteachers participated in interviews. Quantitative data were analysed using descriptive statistics and binary logistic regression, while qualitative data were analysed thematically. Teachers reported high implementation of the Assistive Technology Policy (M = 3.94, SD = 0.77), while learners reported very high implementation (M = 4.43, SD = 0.88). Devices such as Braille machines, Orbit Readers, screen readers and magnifiers were reportedly available, maintained and regularly used. Regression analysis showed that policy implementation significantly predicted learner participation (B = 2.341, p < .001, Exp(B) = 10.388) and remained significant in the combined policy model (B = 1.644, p < .001, Exp(B) = 5.174). Headteachers further highlighted early exposure to assistive devices, teacher support and adapted classrooms as important enablers. The study concludes that effective assistive technology policy implementation substantially enhances learner participation and recommends sustained investment in procurement, maintenance, equitable distribution and continuous teacher training.

Keywords


Assistive Technology Policy; learner participation; visual impairment; Special Junior Schools; inclusive education; Kenya; Ecological Systems Theory

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i7.7014

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