International Journal For Multidisciplinary Research

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Required Tools for Advancing Technology-Enhanced Learning of Vision-Impaired Students in Ghana

Author(s) Dr. Rachel Annoh, Mary Adu Kumi
Country Ghana
Abstract Inadequate attention paid to vision-impairment of students as peculiar hindrances in inclusive classrooms in Ghana creates crucial need for assessing the requirements for Educational Technology Enhancement (ETE) tools. 1532 students, including 60% fully sighted, 31.6% partially sighted, and 8.4% with no sight, responded to the survey towards analysis of differential impacts of ETE tools on their academic engagement and performance. The results on accessibility and availability of technology tools showed that, Braille devices (25.3%) stood out as most frequently available tool, followed closely by Screen Readers (24.7%) and Tactile graphics (19.0%). The average rating for available tools is 2.66, with a standard deviation of 1.326 reflecting moderate access to assistive technologies. Perceived effectiveness of the tools in supporting learning, rated at average of 3.12, with standard deviation of 1.145 suggesting moderately effective and somewhat reliable tools. Evaluation of relationship between vision status and tool usage or tool accessibility using Chi-Square tests indicated no statistically significant association between vision status and frequency of technology tool usage or accessibility. The finding that Braille devices and Screen Readers are critical tools for vision-impaired students aligns with the foundational role of tactile and auditory tools in inclusive classroom education.
Keywords Technology Enhancement Tools, Inclusive Classroom Education, Vision Impaired Students
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-25
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.48827
Short DOI https://doi.org/g9rn37
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