EXPLORING THE ROLE OF ASSISTIVE TECHNOLOGY IN ENHANCING LEARNING FOR LEARNERS WITH VISUAL IMPAIRMENT IN SELECTED PRIMARY SCHOOLS IN LUSAKA DISTRICT, ZAMBIA

Forfattere

  • Yvonne Chabala Kaluta Employment Consultant, Ashburton Aboriginal Corporation, Australia
  • Humphrey Chinyemba Kandimba Dr, Senior Lecturer, Department of Education, ZAMISE, Zambia

DOI:

https://doi.org/10.46827/ejse.v12i4.6706

Nøgleord:

assistive technology, visual impairment, learners with visual impairment, inclusive education, low-tech assistive technology, high-tech assistive technology, job access with speech (JAWS), non-visual desktop access (NVDA), sustainable integration

Resumé

This qualitative study explored the role of Assistive Technology in enhancing learning for learners with visual impairment in selected primary schools in Lusaka, Zambia. The study was guided by four objectives: to explore the nature of Assistive Technology available; to establish its role in facilitating access to the curriculum and shaping academic and social experiences; to identify challenges encountered in its utilization; and to explore support systems and interventions required for sustainable integration. The research utilised a phenomenological approach, with a sample of 20 participants, including 12 visually impaired children and 8 teachers from four primary schools. Data were gathered using semi-structured interviews, focus group discussions, and observational checklists. Thematic analysis was employed to examine the data. Research indicated that the accessible Assistive Technology comprised low-tech equipment, such as braille materials, slate and pen, as well as high-tech devices like JAWS and NVDA software, albeit in limited quantities. The research indicated that Assistive Technology significantly enhanced curricular access, promoted academic engagement, and facilitated social inclusion for learners with visual impairments. Nevertheless, other obstacles impeded efficient utilisation, such as insufficient equipment, absence of teacher training, technological malfunctions, and restricted electrical supply. The research additionally identified support mechanisms, including governmental finance, educator professional development, maintenance services, and stakeholder collaborations, as essential for sustained integration. The study determined that although Assistive Technology can improve learning for those with visual impairments, its successful application is obstructed by systemic obstacles. Recommendations encompassed augmented governmental financing for assistive technology acquisition, the installation of educator training initiatives, and the development of maintenance and repair frameworks.

Forfatterbiografier

  • Yvonne Chabala Kaluta, Employment Consultant, Ashburton Aboriginal Corporation, Australia

    Ms. Yvonne Chabala Kaluta currently works as an Employment Consultant, Researcher, and Trainer at Ashburton Aboriginal Corporation in Tom Price/Paraburdoo, Western Australia. She has conducted research in the field of Special and Inclusive Education. She holds a Master of Education in Special and Inclusive Education from Monash University and a Bachelor of Education in Special Education from the University of Zambia. She has lectured in Special Education and Guidance and Counselling at the Technical and Vocational Teachers College, at both undergraduate and diploma levels. Her research interests include Special Education, Inclusive Education, Policies on Inclusive Education, Sociology, and Evaluating Resources and Support for Learners with Diverse Needs.

  • Humphrey Chinyemba Kandimba, Dr, Senior Lecturer, Department of Education, ZAMISE, Zambia

    Dr. Humphrey Chinyemba Kandimba is currently a Senior Lecturer, Researcher and Consultant at Zambia Institute of Special Education (ZAMISE) in Lusaka, Zambia. He has researched and published several articles in the field of Special and Inclusive Education, Disability Studies, Guidance and Counselling in local and international journals. He holds a Doctor of Philosophy (PhD) in Special Education from the University of Zambia. He also holds a Master of Education in Special Education from Kwame Nkrumah University and a Bachelor of Education in Special Education with Mathematics from the University of Zambia. He lectures in Special Education, Inclusive Education, Mathematics (Content and Methodology), and Research Methods at both postgraduate and undergraduate levels. His research interests include: Special Education; Inclusive Education, Partnerships in Education; Guidance and Counselling, Disability, Education and Curriculum Studies.

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Publiceret

2026-05-09

Nummer

Årg. 12 Nr. 4 (2026)

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Articles

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