AVAILABILITY AND UTILIZATION OF ASSISTIVE TECHNOLOGY FOR TEACHING AND LEARNING AMONG STUDENTS WITH VISUAL IMPAIRMENT: THE CASE OF TWO SELECTED PRIMARY SCHOOLS IN DIRE DAWA CITY ADMINISTRATION

Abstract

The study aimed to explore the availability and utilization of assistive technologies for teaching and learning among students with visual impairments at Sabian Number One and Medhanialem Primary Schools in Dire Dawa City Administration. Additionally, the study sought to investigate challenges that students with visual impairments face when utilizing assistive technology during the teaching and learning process. The study utilized a qualitative approach through a case study design, involving 18 key informants selected through a purposive sampling technique. This group of participants consisted of 6 students with visual impairments, 4 general education teachers, 2 school principals, 4 special needs educators, and 2 resource center coordinators. The instruments used for collecting data were semi-structured interviews, observations, and focus group discussions. The data was transcribed, coded, categorized, and then analyzed using a thematic analysis technique, and three general themes were generated inductively. The findings of this study showed that the effective utilization of assistive technology has great benefits in enhancing the teaching and learning process and educational experiences of students with visual impairments. Despite recognizing the potential benefits of assistive devices, many students faced challenges in their practical application due to insufficient training and inadequate school support. The findings also revealed several barriers faced by students when the utilization of assistive technology, including limited teaching and learning resources, low understanding and knowledge of assistive technologies among students, inadequate formal training on the use of assistive technologies, and limited skilled teachers. Based on these findings, the study recommended that the schools and the Ministry of Education should collaborate with educational stakeholders such as NGOs, teachers, curriculum designers, and parents to improve efforts in providing adequate and relevant assistive technology and teaching and learning materials for both teachers and students with visual impairments