THE RELATIONSHIP BETWEEN THE IMPLEMENTATION OF THE ASSISTIVE TECHNOLOGY POLICY AND LEARNER PARTICIPATION AMONG LEARNERS WITH VISUAL IMPAIRMENT IN SPECIAL JUNIOR SCHOOLS IN KENYA

Autors/ores

  • Christopher Stephen Mutembei PhD Student, Department of Educational Management, Chuka University, Kenya
  • Peter Kimanthi Mbaka Lecturer, Department of Educational Management, Chuka University, Kenya
  • Ken Kelvin Kimathi Lecturer, Department of Educational Management, Chuka University, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i7.7014

Paraules clau:

Assistive Technology Policy, learner participation, visual impairment, Special Junior Schools, inclusive education, Kenya, Ecological Systems Theory

Resum

Assistive technologies play a critical role in reducing barriers to learning for learners with visual impairment, yet evidence linking policy implementation to actual learner participation remains limited, especially in specialised school settings. This manuscript, drawn from a broader doctoral study, examined the relationship between the implementation of the Assistive Technology Policy and learner participation among learners with visual impairment in Special Junior Schools in Kenya. Guided by Bronfenbrenner’s Ecological Systems Theory, the study adopted a descriptive mixed-methods design. Data were collected from 246 respondents drawn from a target population of 642 across four purposively and cluster-sampled Special Junior Schools. Questionnaires were administered to teachers and learners, while headteachers participated in interviews. Quantitative data were analysed using descriptive statistics and binary logistic regression, while qualitative data were analysed thematically. Teachers reported high implementation of the Assistive Technology Policy (M = 3.94, SD = 0.77), while learners reported very high implementation (M = 4.43, SD = 0.88). Devices such as Braille machines, Orbit Readers, screen readers and magnifiers were reportedly available, maintained and regularly used. Regression analysis showed that policy implementation significantly predicted learner participation (B = 2.341, p < .001, Exp(B) = 10.388) and remained significant in the combined policy model (B = 1.644, p < .001, Exp(B) = 5.174). Headteachers further highlighted early exposure to assistive devices, teacher support and adapted classrooms as important enablers. The study concludes that effective assistive technology policy implementation substantially enhances learner participation and recommends sustained investment in procurement, maintenance, equitable distribution and continuous teacher training.

Biografies de l'autor/a

  • Christopher Stephen Mutembei, PhD Student, Department of Educational Management, Chuka University, Kenya

    Mutembei Christopher Stephen is a PhD candidate in the Department of Educational Management at Chuka University, Kenya. His doctoral research focuses on educational policy implementation, inclusive education, assistive technology integration, and learner participation among learners with disabilities. His research interests include educational leadership, special needs education, disability inclusion, policy implementation, and strategies for improving access and equity within education systems.

  • Peter Kimanthi Mbaka, Lecturer, Department of Educational Management, Chuka University, Kenya

    Peter Kimanthi Mbaka is a Lecturer in the Department of Educational Management at Chuka University, Kenya. His academic and research interests include educational management, policy implementation, inclusive education, institutional effectiveness, and leadership practices in educational organisations. He contributes to research and scholarly activities focusing on improving educational systems and enhancing learner outcomes through effective management approaches.

  • Ken Kelvin Kimathi, Lecturer, Department of Educational Management, Chuka University, Kenya

    Ken Kelvin Kimathi is a Lecturer in the Department of Educational Management at Chuka University, Kenya. His research interests include educational leadership and management, inclusive education, disability studies, curriculum implementation, and educational policy analysis. His scholarly work focuses on strengthening institutional capacity and promoting equitable participation among diverse learner populations.

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Descàrregues

Publicat

2026-09-14

Número

Vol. 12 Núm. 7 (2026)

Secció

Articles

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