| dc.description.abstract | ABSTRACT
Assistive technologies are hardware, software and devices, which help people with disabilities and special needs to overcome the challenges of communication and learning. Examining the availability and attitude of teachers for its use in teaching of disable may provide useful insight into the future technology integration, acceptance and usage for teaching and learning in special schools. Hence, the present study investigates the availability of the assistive technology, teacher's skills, and infrastructures as well as attitude of teachers towards the adoption and use in teaching-learning process for special education in special schools of Kenya. The purpose to establish, selected factors influencing adoption and use of assistive technology devices in special public schools for learners with visually impairment in Kisumu and Siaya counties, Kenya. The objectives were; to determine the adoption and use of assistive technology devices by visually impaired learners, to assess the level of teacher skills in the usage of assistive technology devices, to find out the condition of infrastructure that support the use of AT in two special schools and to establish the attitude of teachers towards the use of assistive technology devices in the special schools in Kisumu and Siaya Counties, Kenya. The study was guided by Zabala theory of 1995. The study adopted a sequential explanatory design within a mixed methods approach. The target population was 171 participants while the sample size was 67 respondents. Purposive sampling was used to select two schools, head teachers and teachers while stratified random sampling was used to identify classes 6. 7and 8, and sample random sampling used to select learners who participated in the study. Data was collected using questionnaires and interview schedules. The quantitative data was analyzed using both descriptive and inferential statistics while qualitative data from the interview schedule was analyzed using a thematic analysis approach. The Statistical Package for Social Sciences (SSPS) version 22 was used to organize data for analysis. The validity of the questionnaires was ensured by expert judgment by the university supervisors. Reliability of the questionnaires was ensured by Cronchbar Reliability Test, which found a reliability coefficient of 0.8044. Trustworthiness of qualitative data was ensured by recording the interview process. The findings of this study revealed that most of the assistive technology devices were not available yet they are critical for learning. Further, the study indicated, that teachers lacked skills to handle of the modern assistive technology devices particularly. The study recommended that Ministry of Education (MOE) should provide funds for the purchase of assistive devices in special schools to increase their adoption and usage for good academic outcome in these schools. The MOE would formulate appropriate policies that ensure that the needs of learners in general are addressed. The study recommended that the Kenya Institute of Curriculum Development should come up with clear policies guidelines and training before the assistive technology devices are rolled out for use. | en_US |