Experiences of Learners with Visual Impairment in the Use of Information Communication Technology in Two Selected Schools in Kabwe District

This study was on the experiences of learners with visual impairments in the use of information communication technology in two selected secondary schools in Kabwe district, Zambia. Research objective aimed at establishing how learners with visual impairement describe their use of Information Communication Technology (ICT) in selected secondary schools of Kabwe district. The question was, how do learners with visual impairment describe their use of ICT in selected schools of Kabwe district? It had a sample of twenty -two (22) participants. It used the following instruments; Unstructured interview guide was employed to collect data from parents and class teachers. The focus group discussion guide was used to collect data from learners. Additionally, the observation checklist was used to for observing learners while learning ICT. This research was qualitative in nature. The Social Model of Disability as enunciated by Oliver (1984) was employed. The study used constructivism paradigm and a phenomenological research design. The key findings were that, learners with visual impairment described their use of ICT in schools as being positive transformative and empowering experience as well as challenging. Learners with visual impairment faced unique challenges in accessing and effectively using ICT tools such as such as lack of enough ICT devices, lack of trained ICT staff, learners were not given enough time to learn ICT skills due to limited time allocation for ICT on the main time table and having no room allocated for ICT, there was a problem of internet connectivity, insufficient software updates, limited availability of tactile graphics, complex website and accessible applications, some parents were lacking funds for purchasing gargets for their children lessons such as Ipads, smart phones, tape recorders, laptops suitable for visually impaired learners and some teachers were not allowing learners to record their lessons. The study found that there was a positive impact of ICT learning on learners with visual impairment because learners had access to ICT devices such as computer, smart mobile phones, braille display. they were able to access information and learning materials, do research and were able to learn such as writing than before. Other learners partially acquired the ICT skills especially those who were supported by the families. Basing on these findings the study made suggestions that included a need to train teachers handling learners with visual impairment in the area of ICT; a need to allocate extra time for ICT lessons in order for learners to improve on accessibility of academic information and usability of ICT skills which leads to positive academic performance; a need of having enough ICT devices as opposed to having one computer against many learners; a need for financial support to parents from social cash transfer and increased financial support to schools for easy procurement of ICT devices; a need for government to take full responsibility of providing ICT tools for learners with visual impairment for them to fully participate in educational systems; a need to have a policy and eventually a law in support of ICT accessibility and usability in educational settings; a great need for school administrators to collaborate with other stakeholders who can assist learners with specific ICT materials and devices; a need for the school to hold fundraising ventures and use the money realized for procuring of ICT devices and assistive technology materials; furthermore there is need to have ICT classroom in the school. The study recommended the implementation of all the suggestions in order to create conducive learning environment for learners with visual impairment in terms of ICT learning.