Impact of assistive technology on education performance of learners with visual impairment at the University of Rwanda - College of Education

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.