Stakeholders Level Of Preparedness On Use Of Alternative Assistive Technology Among Learners With Visual Impairment In Inclusiveprimary Schools In Turkana County, Kenya

ABSTRACT Braille has been used as the main assistive technology by Learners with Visual Impairment (LVI) for the last 200 years. However, the use of this technology has limited opportunities for learners to access the curriculum and general information. With the emergence of new devices that are based on audio, electronic and multimedia technologies such as audio tapes, talking books, Optacon, note taker, computer with speech output, Optical Character Reader (OCR) scanner, refreshable braille display machine and live readers LVI have enjoyed enriched classroom engagement, greater independence in completing curriculum tasks and more flexible learning experiences. Consequently, the use of AAT devices has become a Special Needs Education (SNE) global and national policy recommendation in Kenya yet the preparedness expected of the stakeholders remains unexplored. In 2014, Turkana reported the lowest level of access to audio and electronic devices at 1.8% from the national average of 33% and, Turkana was the worst-hit area in terms of, persons with disability with no access to education at 69.06% as compared to Samburus‟ 66%, Marsabits‟ 60%, Baringos‟ 42% and West Pokots‟ 50%. The purpose of the study was to establish the stakeholders‟ level of preparedness on use of AATs among learners with visual impairments in Inclusive primary schools in Turkana County. Objectives were to; establish the availability of AAT devices, establish stakeholders‟ level of awareness in respect to use of AAT and, determine stakeholders‟ attitude towards the use of AAT in Inclusive primary schools in Turkana County. The study was guided by a conceptual framework showing the different levels of preparedness required for the use of AAT devices. The study adopted a descriptive survey design. The population consisted of 102 LVI, 65 teachers, 6 Educational Assessment and Resource Centre (EARC) officials and, 40 parents. The study sample was; 92 LVI, 58 teachers, 5 EARC officials and 36 parents selected by saturated sampling after using 10% of the population for pilot study. Questionnaires, interview schedule and observation guides were used for data collection. A pilot study was conducted on 10% of the population to determine the reliability of instruments and the results of the two tests correlated. The first test produced coefficients of; 0.72 for learners‟ questionnaires, 0.74 for teachers‟ questionnaires and 0.82 for EARC officials‟ questionnaires. The Pearson correlation test coefficient in the retest was; 0.74 for learners‟ questionnaires, 0.75 for teachers‟ questionnaires and, 0.85 for EARC officials. Content validity of the instruments was ascertained by expert judgment. Quantitative data were analysed by the use of frequencies and percentages. Qualitative data was summarized in categories and reported in themes and sub-themes as they emerged. The study established that; there was limited availability of AAT devices since the 38 AATs available were unevenly distributed across the schools and, where they were available they were unused. Stakeholders‟ level of awareness of some AAT devices was as low as 5.8%. Stakeholders‟ expressed mixed attitudes towards factors surrounding AAT use as shown by the overall mean score of 3.7. To improve the preparedness levels of stakeholders, the study recommended that the government should; increase the supply AAT devices to schools to make them available, sensitize all the stakeholders on the use of AAT devices and, strengthen implementation of strategies that promote a positive attitude towards AAT use in Inclusive schools. The finding of the study may be used by the providers of education to LVI to; avail AAT devices, sensitize stakeholders on AAT use and contribute towards attitude change.