Determining the Factors Influencing the Use of Assistive Technology in Teaching Mathematics to Visually Impaired Learners in Kenyan Special Primary Schools

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Determining the Factors Influencing the Use of Assistive Technology in Teaching Mathematics to Visually Impaired Learners in Kenyan Special Primary Schools

August 25, 2021 Humanities and Social Sciences 0

In Kenyan primary schools, pupils with visual impairments (VI) do poorly in Mathematics when compared to other examinable subjects. In this regard, the goal of this research was to find out what factors influence the use of assistive technology (AT) at teaching mathematics to VI students in Kenya’s special primary schools for the blind. The study recruited 76 VI students in grades seven and eight, as well as 10 Mathematics teachers from five special primary schools, using a descriptive research approach. The ten teachers were picked through a planned sample process, whereas the 20 VI students were chosen through a random selection process. Simple random sampling was used to choose pupils. An observation checklist and interview instructions were used to collect data. Insufficient time for syllabus coverage, high costs of AT devices, insufficient teacher training in AT device use, limited curricula, and negative attitudes of students were highlighted as major factors influencing AT device use in the study. According to the report, the government should spend more money on assistive technology equipment and conduct regular classroom monitoring to guarantee that AT gadgets are used effectively.

Author (S) Details

Dr. Chege Mary Wairimu
Department of Special Needs Education, Kenyatta University, Kenya.

Dr. Joel M. Chomba
Department of Special Needs Education, Kenyatta University, Kenya.

Dr. Beatrice Bunyasi Awori
Department of Special Needs Education, Kenyatta University, Kenya.

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