Experiences of students with visual impairment in studying Information, Communication and Technology at the University of Education, Winneba

Abstract

This study explored the experiences of students with visual impairment in studying Information and Communication Technology (ICT) at the University of Education, Winneba (UEW). Employing a qualitative phenomenological approach, the researcher utilized semi-structured interviews and observations for data collection. The sample included 36 students organized into seven focus groups, as well as two ICT instructors who were purposefully sampled. The findings unveiled several noteworthy outcomes. Firstly, students with visual impairment relied on voice applications like JAWS and NVDA to navigate computers and mobile phones. However, a lack of basic computer skills such as typing, creating and saving files or documents were prevalent and were attributed to limited participation during practical ICT sessions. Additionally, while a few students independently utilized technology for information access, many depended on sighted peers for support. Meanwhile, students demonstrated their capability to locate, retrieve, and analyze digital information using references of course manuals, notes, and prior knowledge. The study highlighted various impediments that hindered students from integrating ICT into their academic pursuits fully. These included limited access to technology devices, financial constraints, and inadequate ICT skills. Consequently, the students often preferred traditional braille-based methods of reading and writing. Recommendations emerged from the findings, focusing on enhancing ICT education for students with visual impairment at UEW. Proposed strategies encompassed the adaptation of course content for teaching and online platforms to meet specific needs of the students, the provision of robust assistive devices in ICT labs and libraries, and specialized training for instructors in utilizing technology for individuals with visual impairment.