Page 1 of 13
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 07
August 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 57
Potency of Compatibility of Assistive Technology on teaching and
learning of integrated English among the visually impaired
learnersin special secondary schools in Kenya
Reuben Nguyo Wachiuri
Department of Educational, Administration and Planning University of Nairobi P.O. Box 4815-00100 Nairobi
Reubenw5@gmail.com ; jedidahkimathi121@gmail.com
ABSTRACT
The purpose of the study was to examine
the extent to which compatibility of
Assistive Technology affect effective
teaching and learning of integrated
English among the visually impaired
learners. The research design was
descriptive research design. The target
population was 4 principals, 48teachers
and 480 students while the sample size
was 4 principals, 218 students and 48
teachers. The sampling techniques were
simple random sampling and purposive
sampling. The data was collected using
questionnaires, observation schedule and
focus group interview.
The hypothesis was not rejected meaning
that there was no significant relationship
between compatibility of assistive
technology and effective teaching and
learning of integrated English among
visually impaired learners. The hypothesis
test indicated that there was no significant
relationship between compatibility of AT
and effective teaching and learning of VI.
The researcher recommends though the
relationship is not significant it is
important to consider whether an AT
device is compatible with the targeted VI
users.
Key words:compatibility,Assistive
technology,visually impaired
Introduction
Rogers (2003) stated that “compatibility is
the degree to which an innovation is
perceived as consistent with the existing
values, past experiences, and needs of
potential adopters” (p. 15).
The United Nations defines assistive
technology as “technology adapted or
specially designed to improve the
functioning of people with disabilities”
(Borg, Lindstrom, & Larsson, 2009, p.
Page 2 of 13
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 07
August 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 58
1863). Assistive Technology (AT) is a
broad concept, covering anything that
might be used to compensate for lack of
certain abilities (Reed & Bowser,
2005).This range from low-tech devices
like special grip for a pen, to more
advanced items like hearing aids and
glasses, to high-tech devices such as
braillers and computers with specialized
software for helping persons to read
(WHO, 2009; Petty, 2012). Kapperman,
Sticken and Heinze(2002) demonstrated
that approximately 60 percent of the
academic students with visual disability in
Illinois who could have benefited from the
use of special technology for individuals
with visual disability were not receiving
that opportunity.
The increase in assistive technology use
may be attributed to the federal laws
passed which support funding for assistive
technology devices and services. Although
these laws increase the accessibility of
assistive technology, many recipients are
dissatisfied with devices and services.
Dissatisfaction typically results in
discontinuance of assistive technology
devices. A national survey on technology
abandonment found that 29.3% of all
devices obtained were abandoned (Phillips
& Zhao, 1993). Discontinuance of
assistive technology represents a waste of
time and money. There is however, limited
research documenting factors related to
assistive technology discontinuance from
consumers' perspectives. It is important to
gain an understanding of these factors to
aid professionals in designing assistive
technology service delivery techniques.
Assistive technology can improve teaching
and learning in inclusive classrooms in
various ways (Kleiman, 2010).
This research is guided by Rogers' theory
of diffusion (1995) which offers a
comprehensive philosophy regarding the
processes involved in accepting or
discontinuing use of technology.
According to this theory, discontinuance is
a decision to discard an innovation after
previously accepting it.
The two types of discontinuance are
replacement (rejection of an innovation for
an improved one) and disenchantment
(rejection of an innovation due to
dissatisfaction). Relative advantage,
compatibility, trialability and re-invention
are concepts derived from the diffusion of
innovations theory. They are examined in
the present study to determine if they are
related to continuance/discontinuance of
assistive technology devices by individuals
Page 3 of 13
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 07
August 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 59
with disabilities. Relative advantage is
identified as a significant factor associated
with continuance or discontinuance of
technology. This factor relates to the
characteristics of the device itself (Rogers,
1995) and examines the relative advantage
that continued use of a device offers a user
over discontinuing its use. A study of long
term consumers of assistive technology
devices indicated that three of the four
most important criteria consumers used to
assess assistive technology devices
(effectiveness, operability and durability)
were related to relative advantage (Batavia
& Hammer, 1989).
The second concept, compatibility, refers
to the degree an innovation is perceived as
consistent with the needs of the adopter
(Rogers, 1995). According to Rogers,
compatibility is a factor related to
continued use of an innovation.
Trialability, the degree to which the user
can experiment with the technology prior
to acquisition, was also related to
continued use of technology (Rogers,
1995).
In summary, diffusion theorists claimed
that innovations that are perceived by
individuals as having greater relative
advantage, compatibility, trialability and
re-invention will be rapidly adopted and
slowly discontinued (Rogers, 1995). These
concepts are examined in the present study
to determine if they are applicable to
continuance/discontinuance of assistive
technology devices by individuals with
disabilities. In addition to the variables in
Rogers' theory described above, there are
two other factors associated with
abandonment. These are consumer
involvement and changes in consumers'
needs.
Bennett and Bennett (2003) showed that
triability, compatibility, relative advantage
and complexity influenced faculty
members’ likelihood of adopting a new
technology into their teaching. A study in
Canada examined how one can help
students with special needs use assistive
technologies to smoothly transit from
elementary to secondary school (Specht,
Howell & Young, 2007).A Norwegian
study examined how environmental
factors, braille and assistive technologies
affect the learning and literacy of 11
severely visually-impaired students (Vik,
2008).
The academic success of students who are
blind or vision impaired, whether in
special, integrated or inclusive schools
setting depends on a variety of factors.
Among these is their ability to access the
classroom curriculum. Curriculum access
