The inclusion of students with visual impairment in tertiary institutions : a case study of teachers’ training college at Machakos, Kenya

Abstract

The study investigated the inclusion of students with visual impairments (VI) at tertiary institutions in Kenya. It mainly focused on the role played by inclusive education policy, educational resources, environmental modification as well as pedagogical strategies in the inclusion of students with VI. The study contributes to the existing body of knowledge by highlighting challenges encountered by both students with VI and their lecturers. The findings of the study are likely to play a significant role in improving the accommodation of students with VI in learning institutions. The study used symbolic interactionism theory and qualitative approaches that employed case study research design to collect data from participants drawn from a teacher’s training college based in Machakos County, Kenya. The study relied on the use of an open-ended qualitative questionnaire, semi-structured interviews, a focus group interview and an infrastructural observation checklist to collect data from participants comprising 3 administrators, 7 lecturers, 15 students with visual impairment (VI), 5 students without VI and 2 support staff from the tertiary institution. Qualitative data collected from the participants was analysed by identifying words and phrases representing emerging themes. The study found that lecturers used a variety of methods to make the curriculum accessible to students with VI, such as preparation of hand-outs in Braille versions; use of large print; and preparation of tactile maps and diagrams. Also, it was found that the tertiary institution utilised various assistive devices and ICT resources to facilitate access to curriculum material for students with VI. However, the varied resources available for students with VI were overstretched by the existing number of students. However, on the bright side, the study found that there was a conducive social environment in the institution that supported students with VI. Finally, the researcher made recommendations regarding strategies that can be used to improve the inclusion of students with VI at tertiary institutions. For instance, it was recommended that the tertiary institution procure more assistive devices for students with VI especially the modern Braille writing devices such as orbit readers, note takers and embossing machines.