Teachers' Perceptions of the Use of Assistive Technology in Influencing the Academic Performance of Learners with Visual Impairment in Computer Studies in Lusaka District, Zambia

The integration of assistive technology (AT) in education has emerged as a critical factor in promoting inclusive learning for learners with visual impairment. This study explored teachers' perceptions of how AT influences the academic performance of learners with visual impairment in Computer Studies in Lusaka District, Zambia. The study was guided by three objectives: to explore how teachers perceive the influence of AT on academic performance, to establish how teachers experience challenges of integrating AT, and to suggest measures for improving effective AT use. Employing a phenomenological research design, the study purposively sampled twelve Computer Studies teachers from four mainstream secondary schools in Lusaka District. Data were collected through semi-structured interviews and classroom observations. The findings revealed that teachers perceive AT as having a positive influence on academic performance, particularly in enhancing learners' independent participation and confidence. However, teachers experienced significant challenges including inadequate AT devices, lack of training, technical malfunctions, and infrastructural limitations such as unreliable electricity. Suggested measures included regular teacher training, provision of adequate AT resources, establishment of maintenance systems, and policy reinforcement. The study concludes that while teachers hold positive perceptions regarding AT's potential, systemic barriers severely limit its effective implementation. Recommendations include that the Ministry of Education should mandate comprehensive AT training in teacher education programmes, schools should establish functional AT maintenance and support systems, and policymakers should allocate dedicated funding for AT resources in mainstream schools.

Assistive technology, teachers' perceptions, visual impairment, Computer Studies, inclusive education

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