The Utilisation of Computers to Improve the Quality of Learning for Students with Visual Impairment at the University of Zambia
Main Article Content
Abstract
This is a concept paper discussing the use of computers to improve the quality of learning for students with visual impairment at the University of Zambia. The paper argues that enough research has been done on factors affecting the learning of students with visual impairment in higher education institutions but it appears little is being done to address the challenges they face especially in the use of computers. Further, while the paper postulates several challenges that may hinder the implementation of research results, it explains the benefits that may accrue to students with visual impairments once they are empowered with computer skills. The paper recommends effective utilisation of research results to improve the quality of learning for students with visual impairment through computers and other ICTs.
Article Details
How to Cite
MUZATA, Kenneth Kapalu.
The Utilisation of Computers to Improve the Quality of Learning for Students with Visual Impairment at the University of Zambia.
Zambia Journal of Library & Information Science (ZAJLIS ), ISSN: 2708-2695, [S.l.], v. 4, n. 2, p. 34-44, dec. 2020.
ISSN 2708-2695.
Available at: <http://41.63.0.109/index.php/journal/article/view/54>. Date accessed: 22 nov. 2024.
Section
ICTs Education
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References
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Eligi, I & Mwantimwa, K. (2017). ICT accessibility and usability to support the learning of visually-impaired students in Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13, (2), 87-102.
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Muzata, K.K, Simalalo, M., Kasonde-Ng'andu, S., Mahlo, D., Banja, M.K. & Mtonga, T. (2019). Perceptions of Students with Visual Impairments towards their Inclusion in the Faculty of Education at the University of Zambia: A Phenomenological study: Multidisciplinary Journal of Language and Social Sciences Education, 2 (2), 170 – 210.
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Muzata, K.K. (2018). Assessing Soft Skills among Students with Disabilities in Teacher Training Institutions in Zambia. Zambia Journal of Education (ZAJE), 5 (1), 1-10.
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Simui, F. (2018). Lived Experiences of Students with Visual Impairments at Sim University in Zambia: A Hermeneutic Phenomenological Approach. Doctoral Thesis- the University of Zambia and Open University of Zimbabwe. Lusaka: Zambia.
Simui, F., Kasonde Ngandu, S., Cheyeka, A.M., & Makoe, M. (2019). Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub Saharan Africa. Journal of Student Affairs in Africa, 7 (2) 41-56.
Simui, F., Kasonde-Ngandu, S., Cheyeka, A.M., Simwinga, J. & Ndhlovu, D. (2018). Enablers and disablers to the academic success of students with visual impairment: A 10- year literature disclosure, 2007–2017. British Journal of Visual Impairment, 36(2), 163 –174.
Simui, F., Muzata, K.K., Sakakombe, L., & Mtonga, T. (2020). Disablers to Academic Success of Learners with Special Education in Selected Higher Education Institutions in Zambia. Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 1 (1), 21 – 38.
Thompson, S. (2018). Mobile technology and inclusion of persons with disabilities. Institute of Development Studies: Brighton.
Ùimúeka, O., Altuna, E., & Ateúa, A. (2010). Developing ICT skills of visually impaired learners. Procedia Social and Behavioral Sciences 2, 4655 – 4661.
UNESCO, (2009). Teaching Children with Disabilities in Inclusive Settings: Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education.
United Nations Educational, Scientific and Cultural Organization (2014). Concept Note; From Exclusion to Empowerment: Role of ICTs for Persons with Disabilities. International conference, 24 -26TH November 2014, New Delhi - India.
Alves, C.C.F., Monteiro, G.B.M., Rabello, S., Gasparetto, M.E.R.F., & Carvalho, K.M. (2009). Assistive technology is applied to the education of students with visual impairment. Rev Panam Salud Publica. 26(2):148–52.
Ampratwum, J., Offei, Y.N., & Ntoaduro, A. (2016). Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind, Journal of Education and Practice, 7(29), 58 -61.
Ayebi-Arthur, K., Aidoo, D.B., Ntim, E.K. & Tenkorang, E.Y. (2009). Integrating ICT in Higher Education: A Case Study of Students with Visual Impairment at the University of Cape Coast, Ghana. International Journal of Mathematics, Science and Computing Education, 1, 53- 65. BraillJournal of Blindness, Innovation and RChisunka-Mwila, P., Daka, L.K., Mulauzi, F., & Njobvu, B. (2011). Integration of ICTS in Education: The Level at Which ICT Training Should Be Introduced In Zambian Education. Zambia Library Association Journal, 25 (1 & 2):5–18.
Eligi, I & Mwantimwa, K. (2017). ICT accessibility and usability to support the learning of visually-impaired students in Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13, (2), 87-102.
Fuglerud K.S. (2011). The Barriers to and Benefits of Use of ICT for People with Visual Impairment. In: Stephanidis C. (eds) Universal Access in Human-Computer Interaction. Design for All and eInclusion. UAHCI 2011. Lecture Notes in Computer Science, vol 6765. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642- 21672-5_49
Kapperman, G., & Sticken, J. (2003). Using Braille Lite to study foreign languages. Journal of Visual Impairment & Blindness, 97, 704–709.
Mtonga, T, (2013). A Situational Analysis on the Availability and Access to Computers for Educational Purposes by Learners with Visual Impairments in Zambia: A Case of Three Basic and Three High Schools”. IEEE.
Muma, K. I. M., Nyaywa, M., Mwelwa, G., Buglass, A., & Mbon, C. (2020). Prevalence of Eye Diseases among Learners in Kafue District, Zambia. Medical Journal of Zambia, 47 (1): 1 – 7.
Muzata, K.K, Simalalo, M., Kasonde-Ng'andu, S., Mahlo, D., Banja, M.K. & Mtonga, T. (2019). Perceptions of Students with Visual Impairments towards their Inclusion in the Faculty of Education at the University of Zambia: A Phenomenological study: Multidisciplinary Journal of Language and Social Sciences Education, 2 (2), 170 – 210.
Muzata, K.K. & Banja, M.K. (2019). Preparation of students in academic referencing and citation: The Case of the school of education students at the University of Zambia. ZAJLIS Journal, 3, (1& 2), 67 - 89, zajlis.unza.zm
Muzata, K.K. (2013). Distance Education Students’ Experiences of Learning from Audio Recorded Lectures, a Case of Mufulira and Nkrumah Colleges of Education, The International Journal of Education Chronicles, 4 (2), 97-109.
Muzata, K.K. (2018). Assessing Soft Skills among Students with Disabilities in Teacher Training Institutions in Zambia. Zambia Journal of Education (ZAJE), 5 (1), 1-10.
Raja, D.S. (2016). Bridging the disability divide through digital technologies Background Paper for the 2016 World Development Report: Digital Dividends: World Development Report 2016. Available @ http://webcache.googleusercontent.com/search?q=cache:SSxIXrjedB0J:pubdocs.worl dbank.org/en/123481461249337484/WDR16-BP-Bridging-the-Disability-Divide- through-Digital-Technology- RAJA.pdf+&cd=8&hl=en&ct=clnk&gl=zm&client=firefox-b-d Accessed 01.11. 2020.
Shabiralyani, G., Hasan, K.H., Hamad, N., Iqbal, N (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6, (19), 226-233.
Shafika, I. (2007). ICT in Education in Zambia: Survey of ICT and Education in Africa: Zambia Country Report, Zambia.
Simui, F, Kasonde-Ngandu, S, & Nyaruwata, L.T. (2017). ICT as an Enabler to Academic Success of Students with Visually Impaired at Sim University: Hermeneutics Approach. Zambia Information Communication Technology (ICT) Journal, 1 (1), 5-9.
Simui, F. (2018). Lived Experiences of Students with Visual Impairments at Sim University in Zambia: A Hermeneutic Phenomenological Approach. Doctoral Thesis- the University of Zambia and Open University of Zimbabwe. Lusaka: Zambia.
Simui, F., Kasonde Ngandu, S., Cheyeka, A.M., & Makoe, M. (2019). Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub Saharan Africa. Journal of Student Affairs in Africa, 7 (2) 41-56.
Simui, F., Kasonde-Ngandu, S., Cheyeka, A.M., Simwinga, J. & Ndhlovu, D. (2018). Enablers and disablers to the academic success of students with visual impairment: A 10- year literature disclosure, 2007–2017. British Journal of Visual Impairment, 36(2), 163 –174.
Simui, F., Muzata, K.K., Sakakombe, L., & Mtonga, T. (2020). Disablers to Academic Success of Learners with Special Education in Selected Higher Education Institutions in Zambia. Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 1 (1), 21 – 38.
Thompson, S. (2018). Mobile technology and inclusion of persons with disabilities. Institute of Development Studies: Brighton.
Ùimúeka, O., Altuna, E., & Ateúa, A. (2010). Developing ICT skills of visually impaired learners. Procedia Social and Behavioral Sciences 2, 4655 – 4661.
UNESCO, (2009). Teaching Children with Disabilities in Inclusive Settings: Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education.
United Nations Educational, Scientific and Cultural Organization (2014). Concept Note; From Exclusion to Empowerment: Role of ICTs for Persons with Disabilities. International conference, 24 -26TH November 2014, New Delhi - India.