The Integration of ICT to Facilitate Teaching of Learners with Visual Impairment in Special Primary Schools in Kenya

Learners including those with sight problems, need effective ICT skills and the failure to provide for the same may lead to a gross disadvantage. With current effectuation of ICT integration program in all primary schools since 2016 and the shift to Competency Based Education system in 2017 that recognized ICT as a core competency area in learning, the researcher explored the integration of ICT to facilitate teaching of learners with visual impairment in Kenya. Through a multiple-case study design anchored on Lev Vygotsky theory of social constructivist and scaffolding of learning theory by Jerome Bruner, the researcher triangulated interview and focus group discussion with secondary data. Purposive, saturated and stratified random sampling techniques were applied to arrive at a sample size of 55 out of a target population of 157. Thematic approach was used to analyze the experiences of each school separately. The findings established that special primary schools for LWVI were ill prepared to integrate ICT, The ICT resources were inadequate and inaccessible and schools continued to use analogue braille equipment. The study recommended the government to work closely with development partners in improving ICT infrastructure, train teachers to use adaptive ICT resources and ensure their adequacy and accessibility to LWVI, employ ICT technicians and limit the use of mechanical braille. For future research it is important to investigate how best refreshable braille devices in combination with computer technology and internet may be incorporated in the education of LWVI. Further investigation is needed to determine how best SNE teacher trainees can be trained on the use of assistive technology while in colleges.