BARRIERS TO ACCESSING AND EFFECTIVELY USING ASSISTIVE TECHNOLOGY AMONG LEARNERS WITH LEARNING DISABILITIES IN THE BRAEBURN INTERNATIONAL SCHOOLS

Authors

  • Isaac Yamo Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya
  • Jessina Muthee Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i1.6549

Keywords:

assistive technology, barriers, Braeburn Schools, use/utilisation, learning disabilities

Abstract

Learners with specific learning disabilities (SLDs) often experience significant deficits in executive functioning skills, which can be improved through effective use of assistive technology (AT). Despite having adequate resources and a relatively large population of learners with SLDs, the utilization of assistive technology at the Braeburn International Schools remains below optimal levels. This study, therefore, explored the challenges and barriers faced by learners with SLDs in these schools in accessing and using AT effectively. The study employed a descriptive design, utilizing both qualitative and quantitative methods. The sample included six principals and 34 Special Needs Education teachers. Data collection instruments included interviews with principals and questionnaires for teachers. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. Various barriers to effective AT utilization were identified, including inadequate training, limited access to resources, technological challenges, and learner resistance. The Braeburn International Schools should develop policies to ensure equitable access to AT tools for all teachers, not only those in SNE, and to extend the availability of these tools to all learners, not just those with SLDs.

 

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Author Biographies

  • Isaac Yamo, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Mr. Isaac Yamo is a master’s (Special Needs Education) finalist at Kenyatta University, Kenya. He holds a bachelor’s degree in education from Kenyatta University, Kenya. He currently teaches learners between 7-16 years in an inclusive International School.

  • Jessina Muthee, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya

    Dr. Jessina Jessica Muthee is a Senior Lecturer in the Department of Early Childhood and Special Needs Education at Kenyatta University, Kenya. She is a specialist in psychology, with strong expertise in learning disabilities, psychological testing and assessment, and quantitative research methods. She holds a Doctor of Philosophy (PhD) from the University of Kerala, India, and earned both her Master’s and Bachelor’s degrees from Kenyatta University. Her academic training and professional experience position her as a quantitative research expert with a strong grounding in educational and psychological assessment. Dr. Muthee teaches at both master’s and doctoral levels, where she also supervises postgraduate research. She has mentored numerous graduate students and contributed significantly to capacity building in research design, data analysis, and psychometric evaluation. She has published extensively in national and international peer-reviewed journals, contributing to scholarly discourse in education and psychology. Her work is recognized for its rigor, relevance, and impact in advancing inclusive and evidence-based educational practices. Her research interests focus on inclusive education and the psychological foundations of learning and development, with particular emphasis on learning disabilities such as dyscalculia, dyslexia, dysgraphia, and dyspraxia, as well as attention-deficit/hyperactivity disorder (ADHD). She has a strong interest in cognitive psychology and mental health education, alongside research in communication disorders. Her scholarly work also extends to psychometrics and educational measurement, quantitative research methods, consulting psychology, and abnormal psychology.

    ORCID: https://orcid.org/0000-0002-5666-6018 

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Published

2026-02-21

Issue

Vol. 12 No. 1 (2026)

Section

Articles

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