Acquisition of information and communication technology skills among learners with visual impairments: analysis of the selected schools in southern and Lusaka provinces.
Date
2024
Authors
Musonda, Mkumpa
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
In the modern era, Information and Communication Technology (ICT) plays a critical role in everyday life, with over 5.16 billion global internet users. In Zambia, ICT usage has grown significantly, particularly through mobile internet access, with 85% of the population able to use 3G or 4G services. Despite this progress, the education system particularly for learners with visual impairments faces considerable challenges in integrating ICT into teaching and learning. This study employed a qualitative collective case study approach to explore the acquisition of ICT skills among learners with visual impairments in four selected secondary schools located in Lusaka and Southern Provinces: Munali Boys, Munali Girls, Rusangu Secondary, and St. Mulumba Special School. A total of 20 participants were purposively selected, comprising 8 focus groups with visually impaired learners and 12 individual interviews with teachers and resource personnel. The learners, drawn from grades 10 to 12, included both males and females from varied low- to middle-income backgrounds. Data collection methods included semistructured interviews and focus group discussions, supported by thematic analysis. Findings revealed substantial disparities in the availability of ICT resources across schools. St. Mulumba Special School was better equipped with assistive technologies such as JAWS screen reader software, braille embossers, and trained support staff, enhancing the ICT learning experience. Conversely, Munali Boys, Munali Girls, and Rusangu Secondary faced critical shortages of assistive devices and ICT-trained educators, significantly limiting the learners’ capacity to acquire ICT skills. Additionally, most teachers lacked formal training in inclusive ICT instruction, further hindering effective learning for students with visual impairments. The study highlights the urgent need for targeted investments in assistive technologies, teacher
capacity-building, and inclusive ICT infrastructure. Bridging these gaps is essential to ensuring equitable access to digital education for visually impaired learners. These insights offer valuable guidance for policymakers, educators, and development partners committed to promoting inclusive education in Zambia’s digital era.
Key words: Learners, Visual Impairment and Information Communication Technology
Description
Thesis of Master of Education in Special Education.