Experiences of Learners with Visual Impairment in the Use of Information Communication Technology in Two Selected Schools in Kabwe District

Edwin Chileshe, Dr. Penda Annie and Mundende Kasonde
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Edwin Chileshe: Department of Special Education, Kwame Nkrumah University
Dr. Penda Annie: Department of Special Education, Kwame Nkrumah University
Mundende Kasonde: Department of Special Education, Kwame Nkrumah University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3091-3107

Abstract: This study was on the experiences of learners with visual impairments in the use of information communication technology in two selected secondary schools in Kabwe district, Zambia. Research objective aimed at establishing how learners with visual impairement describe their use of Information Communication Technology (ICT) in selected secondary schools of Kabwe district. The question was, how do learners with visual impairment describe their use of ICT in selected schools of Kabwe district? It had a sample of twenty -two (22) participants. It used the following instruments; Unstructured interview guide was employed to collect data from parents and class teachers. The focus group discussion guide was used to collect data from learners. Additionally, the observation checklist was used to for observing learners while learning ICT. This research was qualitative in nature. The Social Model of Disability as enunciated by Oliver (1984) was employed. The study used constructivism paradigm and a phenomenological research design. The key findings were that, learners with visual impairment described their use of ICT in schools as being positive transformative and empowering experience as well as challenging. Learners with visual impairment faced unique challenges in accessing and effectively using ICT tools such as such as lack of enough ICT devices, lack of trained ICT staff, learners were not given enough time to learn ICT skills due to limited time allocation for ICT on the main time table and having no room allocated for ICT, there was a problem of internet connectivity, insufficient software updates, limited availability of tactile graphics, complex website and accessible applications, some parents were lacking funds for purchasing gargets for their children lessons such as Ipads, smart phones, tape recorders, laptops suitable for visually impaired learners and some teachers were not allowing learners to record their lessons. The study found that there was a positive impact of ICT learning on learners with visual impairment because learners had access to ICT devices such as computer, smart mobile phones, braille display. they were able to access information and learning materials, do research and were able to learn such as writing than before. Other learners partially acquired the ICT skills especially those who were supported by the families.

Date: 2025
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