British Journal of Education (BJE)

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Exploring Strategies Related to Usability of Assistive Technologies in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania


This study focused on exploring strategies related to the Usability of Assistive technologies (Ats) in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania. The study employed a convergent research design under a mixed research approach guided by the Social Disability Model, Universal Design for Learning Model, and Technology Acceptance Model theories. The study also collected data and information from sixty-seven (67) participants using probability and non-probability sampling techniques. Descriptive and inferential statistical tests are employed for quantitative data, and thematic analysis procedures are used to analyse qualitative information. The study revealed the existence of ATs scarcity due to unclear policies for hiring, inadequate ATs infrastructure, and the expensiveness of ATs. Nevertheless, the study found that there is a lack of ATs at University A, which generalizes the same conditions to other universities in Tanzania. The tested hypothesis indicated there is a relationship between ATs applications for VILs and VIS for effective implementation of a university curriculum. This study concluded that at University A, there are various constraints related to ATs policy availability and application. Subsequently, the study recommended that the responsible organs set clear policies for the universities in Tanzania to adopt ATs, VILs, and VIS as compulsory procedures for their accreditations as full-fledged universities.


Keywords: Curriculum, Implementation, Visual Impairment, assistive technologies, inclusive

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This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License


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