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Assistive Technology Tools for Visually Challenged Students in Kenyan Public Universities: Availability, Usability, And the Path Toward Digital Equity
Subject area: Science,Engineering and Technology · Area of research: Computing and Informatics
DOI: https://doi.org/10.64388/IREV9I11-1718265
Abstract
Specialized ICT hardware and software tools form the technological infrastructure upon which visually challenged students (VCS) depend for academic participation. This paper examines the availability, usability, and institutional deployment of such tools in two Kenyan public universities, drawing on empirical data collected through multi-informant interviews, structured questionnaires, and systematic observation at Kenyatta University and Maseno University. Adopting a human-computer interaction (HCI) lens informed by Donald Norman's principles of good design and Shneiderman and Plaisant's Golden Rules of Interface Design, the study evaluates the functional alignment between available tools, including screen readers, refreshable Braille displays, OCR systems, talking books, modified keyboards, and adaptive computers and the specific cognitive and interaction demands of non-visual academic computing. A comparative analysis reveals significant inter-institutional disparities in tool availability, a systemic disconnect between institutional tool inventories and day-to-day usability, and a critical gap in staff competence to support assistive technology deployment. The paper proposes a tool-needs matrix linking specific academic tasks to appropriate assistive technologies, and advances recommendations for a Kenya-wide assistive technology procurement consortium to address the structural cost barriers that perpetuate digital exclusion.
Keywords
Assistive Technology Tools, Braille display, Screen Reader, HCI, Disability, Kenya, Inclusive Education, Adaptive Computing
References
[1] Assistive Technology Industry Association (ATIA) (2019). Assistive technology in higher education: Standards and benchmarks. Chicago: ATIA.
[2] Borg, J., Lindstrom, A., & Larsson, S. (2011). Assistive technology in developing countries: National and international responsibilities to implement the Convention on the Rights of Persons with Disabilities. Lancet, 378(9807), 1863–1865.
[3] Gakuu, C. M., Kidombo, H. J., & Ndiku, L. M. (2009). ICT integration in Kenyan special education: Policy and practice gaps. Journal of Educational Research and Reviews, 1(2), 45–58.
[4] Norman, D. A. (1988). The design of everyday things. Basic Books.
[5] Shneiderman, B., & Plaisant, C. (2004). Designing the user interface: Strategies for effective human-computer interaction (4th ed.). Pearson Addison-Wesley.
[6] Shinohara, K., & Wobbrock, J. O. (2011). In the shadow of misperception: Assistive technology use and social interactions. Proceedings of the ACM CHI Conference on Human Factors in Computing Systems, 705–714.
[7] Verma, A. (2010). A framework for web accessibility for visually impaired users. International Journal of Computer Applications, 1(25), 1–7.
How to cite this paper
@article{1718265,
author = {Savatia, E. M.},
title = {Assistive Technology Tools for Visually Challenged Students in Kenyan Public Universities: Availability, Usability, And the Path Toward Digital Equity},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {11},
pages = {3445-3449},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1718265.pdf},
abstract = {Specialized ICT hardware and software tools form the technological infrastructure upon which visually challenged students (VCS) depend for academic participation. This paper examines the availability, usability, and institutional deployment of such tools in two Kenyan public universities, drawing on empirical data collected through multi-informant interviews, structured questionnaires, and systematic observation at Kenyatta University and Maseno University. Adopting a human-computer interaction (HCI) lens informed by Donald Norman's principles of good design and Shneiderman and Plaisant's Golden Rules of Interface Design, the study evaluates the functional alignment between available tools, including screen readers, refreshable Braille displays, OCR systems, talking books, modified keyboards, and adaptive computers and the specific cognitive and interaction demands of non-visual academic computing. A comparative analysis reveals significant inter-institutional disparities in tool availability, a systemic disconnect between institutional tool inventories and day-to-day usability, and a critical gap in staff competence to support assistive technology deployment. The paper proposes a tool-needs matrix linking specific academic tasks to appropriate assistive technologies, and advances recommendations for a Kenya-wide assistive technology procurement consortium to address the structural cost barriers that perpetuate digital exclusion.},
keywords = {Assistive Technology Tools, Braille display, Screen Reader, HCI, Disability, Kenya, Inclusive Education, Adaptive Computing},
month = {May},
doi = {https://doi.org/10.64388/IREV9I11-1718265}
}