| dc.description.abstract | This study sought to establish the role of assistive technologies on quality educational outcomes of students with visual impairment in Kisumu County, Kenya. The study adopted a mixed methods research design. The target population constituted 743 students, 11 principals, 11 deputy principals, and 19 Special Needs teachers making a total of 784. Purposive sampling was used to select 11 principals, 11 deputy principals, 19 SNE teachers and 120 students with visual impairments yielding a total sample size of 161 respondents from secondary schools in Kisumu County. The main research instruments were questionnaires for students and principals and interview guidelines for SNE teachers. Piloting was conducted to determine the validity of research instruments. Quantitative data and later qualitative data were collected in conformity with the chosen mixed methods research design. Quantitative data were analyzed with the assistance of the Statistical Package for Social Sciences (SPSS) Computer programme version 20. The SPSS generated descriptive and inferential statistics. The qualitative data were analyzed thematically and represented in direct quotes and narratives in line with the study objective. The study revealed that most of the students with visual impairments were taught by SNE teachers who were highly qualified with long teaching experience. The majority of the students with VI largely relied on the use of obsolete assistive technologies such as the Braille and mirror magnifiers. The modern technologies had not penetrated into the study locale and as a result most students with visual impairments hardly benefited from the advantages inherent in these technologies. Nearly all SNE teacher interviewed concurred that the use of modern assistive technologies by students with VI was a very critical requirement for enhancing learning, independent study and active learner-teacher interaction that was a prerequisite for enhanced academic performance. The overall conclusion was that use of modern ATs by students with VI was quite low and hardly facilitated effective attainment of quality school outcomes such individualized learning and enhanced academic performance in internal and national examinations. The study made several recommendations mainly directed towards the Ministry of Education to give priority to learners with various disabilities, especially those with VI, by increasing budgetary allocation for the purchase of modern ATs and on in-service training of SNE teachers on use of modern ATs not only in the study locale of Kisumu County but other counties in the country experiencing similar challenges | en_US |
