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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Grace Nyagah
Reuben Nguyo Wachiuri
Rosemary Imonje
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DOI:10.17265/2161-623X/2017.01.003
Affiliation(s)
University of Nairobi, Nairobi, Kenya
Catholic University of Eastern Africa (CUEA), Nairobi, Kenya
University of Nairobi, Nairobi, Kenya
ABSTRACT
The
Kenyan government’s education policies and goals are geared towards achieving education
for all (EFA) in tandem with international conventions and standards, including
the Sustainable Development Goals ratified in November 2015. It is estimated
that there are approximately 15,500 visually impaired (VI) children in Kenya. The Ministry of Education Report (2009) showed that 1,527 children were attending special schools and 1,637 were attending integrated/inclusive schools in the
country. These special schools utilize assistive technology (AT) although
facilities are inadequate. The study is based on Rogers’ diffusion of innovation theory. The purpose of
the study was to establish the relationship between relative advantage
of AT (the degree to which an innovation was perceived better than the one it supersedes) and
teaching and learning of integrated
English among VI learners. The study
employed descriptive research design, targeting all the four special secondary schools
exclusively set aside for the VI in Kenya. The sample size
was four principals, 218 students, and 48 teachers. Data were collected using questionnaires, observation schedule and focused group discussions. The study established that there
was significant relationship between relative advantage of AT and teaching and learning of integrated English among VI learners. The study recommended that before
acquisition of AT by school management, there should
be objective assessment of whether an AT would add value to the learning process compared to
the already existing AT.
KEYWORDS
relative advantage, assistive technology (AT), visually impaired (VI), equity and special education
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