The Impact of Assistive Technology on Learners with Visual Impairment in Uganda
Tuliwangula Peter *
Woosuk University, South Korea.
Keneth Tumwesigye
UNESCO, Uganda.
*Author to whom correspondence should be addressed.
Abstract
Introduction: Globally, at least 2.2 billion people have a near or distance vision impairment. In at least 1 billion or almost half of these cases, vision impairment could have been prevented or has not yet to be addressed. Over 2 billion people need assistive technology devices in their daily life.
Purpose: To analyze the impact of assistive technology devices towards learners with visual impairment in Uganda. (a) to establish the challenges experienced by the learners with visual impairment using assistive technology devices and (b) to establish the role of integrating assistive technology devices in learning among the learners with visual impairment.
Methods: This article reviews national data and initiatives on disabilities and assistive technology in Uganda.
Results: The research identified a lot of challenges which barrier the learning and the performance of visually impaired children in the learning environments which included, lack of professional skills by the specialized teachers to use assistive technological devices and inadequate financial support from the government among others.
Conclusion: In order to solve these problems and barriers, it is necessary to join hands with various experts and make additional efforts to ensure effective learning of visually impaired students. A model for accessibility and competency development should be made through appropriate policy review, curriculum revision, and teacher education.
Keywords: Visual impairment, assistive technology devices, Uganda, disability