The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania

Purpose of the article: This study explored the role of assistive technology devices in facilitating the participation and learning of students with visual impairment in higher education institutions in Tanzania. Materials and methods: Twenty-one respondents were purposively involved in an open-ended questionnaire survey and semi-structured interview, seventeen of whom were students with visual impairment and four were transcribers. Data were analysed using descriptive and thematic analysis. Results and conclusions: The study found that students with visual impairment were well-acquainted with the meaning of assistive technology. However, their knowledge was limited to the assistive technology devices available at their institution. Most of the students with visual impairment emerged asdependentusers of assistive technology devices, who depend on the support of either sighted students or a more skilled person. The study further established that the institution under review has only a few basic assistive technology devices, at the disposal of students. The study also established the benefits of assistive technology for students with visual impairment as giving them greater access to educational materials and widening their employment prospects. Based on these findings the study recommends that higher education institutions provide adequate and sustainable funding for assistive technology to ensure that students with visual impairment benefit from the education they get. Furthermore, students with visual impairment need encouragement to make use of the modern assistive technology devices available and learn how to use them to ease their sense of exclusion and dependence on sighted students.