ACCESSIBILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGIES IN THE EDUCATION OF BLIND STUDENTS: THE CASE OF SEBETA SPECIAL SCHOOL FOR THE BLIND, OROMIA REGIONAL STATE

Abstract

Assesive technologies are identified as any items, piece of equipment, or product system, whether acquired commercially off the shelf, modified,or custuized that is used to increase , maintain, or improve the functional capabilitiesof children with disabilities including blind students. This study focuses on accessibility and utilization of Assitive Technologies in the education of blind students in the case of Sebeta Specal school for the blind in Oromia Regional state. The main objective of the study was to assess the accessibility and utilization of AT’s in the education of blind students . The study employed a case study research design and qualitative approach in gathering, processing and analyzing qualitative data. In regard to sampling process, convenience sampling method employed in selecting the research area : purposive sampling technique for 2 sited teachers and for 16 blind students while available sampling techniques was used to select 5 teachers with visual impairment , 2 directors and the study area too. The data were gathered through Focus Group Discussion, interviews and observation. The FGD data were collected from 16 blind students and the interview data were collected from 5 teachers with visual impairment , 2 sited teachers and 2 directors in Sebeta Special School for the Blind. The data were analyzed using the thematic/content analysis technique. On the basis of the study findings, it can be deduced that blind students face some limitations in accessing and utilizing AT-related facilities. The study revealed that there is a need to continue providing learning opportunities for blind students and assistive technologies that add value to their learning activities and outcomes required. The study further showed that Sebeta Special School for the Blind faced challenges such as insufficient special ATs to cater to the needs of blind students, inadequate training on the use of special ATs, lack of assistance and a shortage of ICT experts. So,it is possible to conclude that blind students in Sebeta Special School for the Blind had little access to and did not utilize ATs in the way it is expected to be. On the basis of these findings, it is recommended that the school , responsible agencies and ministry’s should discharge their responsibilities of providing enough ATs-related facilities to enable blind students to access and utilize standard AT tools to complete educational tasks and meet their learning goals.