Abstract:
The purpose of this study was to examine the impact of assistive technology on the academic
achievement of students with disabilities at the University of Rwanda. The target population of
this 145 individuals comprising 120 students (40 students with disabilities and 80 students
without disabilities), 7 heads of departments, 5 staff members of the electronic library and 10
Lecturers of Special Needs Education, and 3 Deans of the faculties at the University of Rwandacollege of education. The research instruments were questionnaires, interview and observation.
The results of the research were presented using frequency tables and percentages. Among key
findings, the University of Rwanda provides various assistive tools including: Braille machine,
slate and stylus, JAWS (allowing access to job the speech) or LVD (dux bury braille translator),
talk of calculators, recorder (victor reader), Braillino or braille writer, embosser (braille printer),
reading machine (scan words), magnifying glass (smart Viewer) and speech recognition
programmes. Braille machines and computers are the most frequently used types of assistive
technologies. Functional vision has been the most important considered factor during the
selection of any type of assistive technology, and the limited number of computers has been the
biggest challenge because sharing machines among leaners with visual disabilities is not possible
due to the sensory loss. The use of technology to improve learning is an effective approach for
many students with learning disabilities. In addition, students with LD have often more
successful experiences when they are allowed to use their abilities to work around their
disabilities. Assistive technology tools combine the best of these two practices. The study
recommends that the Ministry of Education should recognize the potential of assistive
technology in support of education for students with VI. The teacher empowerment is also
necessary to ensure adequate computer literacy for Lecturers so as to teach adequately the
students with visual impairments. In the same line, teachers, parents, guardians and all
stakeholders in the institutions dealing with students with visual impairments should be educated
on the benefits that of assistive technologies.
