Factors influencing access to technology education programs for the visually impaired in higher learning institutions: a case of University of Nairobi
Date
2024
Authors
Gathu, S.
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
In Kenya, inclusive education takes into consideration people with physical disabilities but remains inaccessible to the visually impaired. In addition, while Technology Education Programs (TEP) have been improved to include people with physical disabilities, they have not taken into consideration the visually impaired. Institutions of higher learning in Kenya are behind in efforts to improve access to TEP among visually impaired individuals. Therefore, this study sought to examine factors influencing the accessibility of technology education programs among visually impaired individuals in institutions of higher learning in Kenya. The study sought to determine how the availability of trained staff, physical infrastructure, availability of teaching and learning materials and availability of assistive technology influence the accessibility of TEP among the visually impaired in institutions of higher learning in Kenya. This study was anchored on the social justice theory, the theory of social constructivism and the technology acceptance model. The study adopted a pragmatism research approach. In addition, the study used both an explanatory research design and mixed methods research design. Specifically, the study made use of concurrent triangulation design. The target population was 410 visually impaired individuals who are undertaking different courses in the University of Nairobi, 2,786 visually impaired individuals who have completed different courses in the University of Nairobi in the last 5 years, 12 staff in the School of Computing and Informatics, 5 staff working in the Disability Resource Centre at the University of Nairobi as well as heads of the 5 PVI associations in Kenya. Since the population of staff in the School of Computing and Informatics, staff working in the Disability Resource Centre and heads of PVIs was small and census approach was used. Slovin's Formula was used in the determination of the sample size for the current visually impaired. The study used systematic random sampling in the selection of the study’s sample size of 388 from the visually impaired. The research employed primary data collection methods, utilizing semi-structured questionnaires and a key informant interview guide. These instruments were designed to gather both qualitative and quantitative data. Qualitative data obtained from open-ended questions and key informant interviews underwent thematic analysis for a comprehensive understanding. On the other hand, quantitative data from the questionnaires was subjected to editing, coding, and entry into the Statistical Package for Social Sciences (SPSS version 22), a statistical software tool. Inferential statistics included Pearson correlation analysis and regression analysis. The study found that availability of trained staff had a positive and significant effect on the access to technology education programs among the visually impaired. In addition, physical infrastructure had a positive and significant effect on the accessibility of technology education programs among the visually impaired. Further, the availability of teaching and learning materials has a positive and significant effect on the accessibility of technology education programs among the visually impaired. Also, the study found that availability of assistive technology has a positive and significant effect on the accessibility of technology education programs among the visually impaired. The study recommends that staff members should receive training in disability awareness, specialized teaching methods, and the use of assistive technologies. The university should prioritize the installation of tactile surfaces and signage throughout the campus, including in classrooms, laboratories, restrooms, and common areas.
Keywords: Assistive technology, Institutions of higher learning, physical infrastructure, Technology Education Programs, Trained staff, visually impaired
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Citation
Gathu, S. (2024). Factors influencing access to technology education programs for the visually impaired in higher learning institutions: A case of University of Nairobi [Strathmore University]. http://hdl.handle.net/11071/15540