Assistive technology for children with visual impairment in inclusive education settings
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ID: 309384
2025
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Abstract
This paper investigate assistive technology for children with visual impairment in inclusive education settings. Children with visual impairments are those whose sight is abnormal or dysfunctional due to disease, accident, malformation, or genetic factors, to the extent that their academic learning is affected. Such learners require assistive technology to function effectively in inclusive educational environments and participate fully in the teaching and learning process. Assistive technology plays a crucial role in enhancing access to education for children with visual impairments. It consists of specialized tools, devices, and applications either hardware or software designed to increase, maintain, or improve functional capabilities. Examples include Braille machines, Braille keyboards, screen magnifiers, screen readers, synthetic speech devices, and speech input/output software. The effective use of these technologies promotes independence, accessibility, and improved academic performance among visually impaired learners. Inclusive education seeks to promote equity, social justice, and equal opportunities for all learners, regardless of disability. For it to be effective, adequate provision and utilization of assistive technologies are essential. This study highlights the importance of assistive technology in supporting the educational development of children with visual impairments in inclusive classrooms. It concludes that access to assistive devices enhances participation and performance of visually impaired learners, and recommends that government, non-governmental organizations, and educational stakeholders should provide, maintain, and support the use of assistive technologies to ensure the full realization of inclusive education objectives.
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| Authors | Bilkisu Ibrahim Mahmoud |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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