Importance of assistive technology in the implementation of inclusive education at university of Rwanda: Case study of college of education Nyagatare campus

Abstract

This study examined the use of assistive technology in implementing inclusive education at the University of Rwanda, concentrating on the College of Education Nyagatare Campus. The research aimed to explore the types of assistive devices used, their role in facilitating learning and integration, the significance of the resource room, and the challenges faced in utilizing assistive technology within the context of education programs. Exploratory research design was used in this study where qualitative and quantitative data were collected using different methods including questionnaires, interview guides, and observation checklists. The study targeted a population of 71 people including students with disabilities, lecturers, dean of school support staff and students without disabilities. Census sampling techniques were used to include all targeted pollution. This led to the sample size of 71 respondents to be selected including students with disabilities and those without disabilities, lecturers, administrators and resource room manager. Descriptive statistics were used to examine quantitative data, while thematic analysis was used for qualitative data. The findings revealed that various assistive devices, such as screen readers, Braille materials, and mobility aids, were crucial for students with disabilities in education programs to access the curriculum and participate in academic activities. Assistive technology also facilitated their integration into the school community and engagement in co-curricular activities. The resource room was essential in helping students with disabilities receive specific assistance and accommodations. This study adds to the expanding body of research on inclusive education and emphasizes the necessity of all encompassing support systems, such as assistive technology, to establish fair educational opportunities for students with disabilities in Rwandan and international higher education institutions, especially in the field of education. Recommendations are provided for university administration, faculty, students, and policymakers to enhance the provision, accessibility, and utilization of assistive technology. Further research is suggested to explore the best practices and innovations in this field within the context of education programs.