An evaluation of low vision devices used in Primary schools for the visually Handicapped in Kenya

Abstract

Blindness imposes major handicaps to human functioning. It reduces one's incidental learning, ability to move about, limits interaction with the environment and ability to access broad and balanced education. Individuals with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a training programme was introduced in Kenya in 1994. However, despite its implementation over the last sixteen years, challenges still persist among learners with low vision. The purpose of the study was to evaluate the use of low vision devices in Primary schools for the visually handicapped in Kenya. The study was carried out in five primary schools for the visually handicapped in Kenya. The study population included ninety teachers and eighty eight learners with low vision. Sixty five teachers and seventy eight learners took part in the study. Survey research design was used to collect data. Research instruments were questionnaires, observation schedule, interview schedule, a reading proficiency test and document analysis. Threats to internal validity of the instruments were overcome by the researcher giving the research instruments to three experts on the topic of study who validated the contents of the instruments. Stufflebeam's Context, Input, Process and Product model of evaluation was used in the research. Data was analyzed by use of descriptive statistics tIil~ included frequency counts, percentages and the mean. Findings of the study were that low vision learners lacked devices that can make them access curriculum content to the full, head borne low vision devices in spectacle frames were used regularly by post cataract learners. Regular print (N12) was most used and large print books were not available. There were few visits to schools by ophthalmic workers. Recommendations of the study were: low vision devices be bought and availed to students. Low vision teams based at each school be reconstituted to provide coordinated learning support, regular case conferencing be held among low vision team members to chart out learning needs of learners with low vision, and more contact time for the schools for the visually handicapped be created. Findings from the research can help curriculum developers at the Kenya Institute of Education to adapt and improve on low vision training curriculum. The Directorate of Quality Assurance and Standards also will glean information that will help in stocking classrooms with optical and non-optical low vision devices.