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UTILIZATION OF INFORMATION COMMUNICATION TECHNOLOGY IN THE TRAINING AND EDUCATION OF STUDENTS WITH VISUAL IMPAIRMENT IN TERTIARY INSTITUTIONS

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ABSTRACT

The study examined the utilisation of information communication technology in the training and education of students with visual impairment in tertiary institutions in Ghana. The study employed the cross-sectional descriptive survey design using questionnaire for data collection to provide answers to the research questions. The study population included resource persons and all students with visual impairment across three Public Universities in Ghana namely: University of Cape Coast, University of Ghana and University of Education, Winneba. In all, 20 resource persons and 116 students with visual impairment were valid to participate in the study. Data were analysed using Means, frequencies and standard deviation. The study revealed that ICT tools are available but inadequate in the three tertiary institutions in Ghana. It was established that ICT tools were fairly accessible in some locations in the various tertiary institutions. Again, it was revealed that ICT tools (hardware and software) are difficult to be used by students with visual impairment and that the students lacked the necessary skills to utilise ICT tools. It was further revealed that utilisation of ICT in the training and education of students with visual impairment has been hindered by various barriers of which inadequate training opportunities was the leading barrier. Students with visual impairment believed that ICT will assist them to learn independently and suggested that more ICT tools should be procured. It was recommended to the Ministry of Education and tertiary institutions to procure more ICT tools. Also, students should be introduced to more ICT skills.

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Vision is a pivot through which the individual appreciates his or her environment. It is an essential part of human existence as it plays vital roles in the life of an individual by enabling him or her to be aware of near and far objects (Eguavoen, 2016). Thus, any hindrance to vision results in total or partial loss of sight and places such a person at a great disadvantage such that many of the concepts which sighted persons acquire easily have to be taught deliberately to individuals with visual impairment. Three-quarters of what we learn in life according to Adediran (2004) are acquired through the organ of sight while Keefer (2011) suggests that because 80% of a child’s learning relies on his vision acuity, early detection and treatment are needed. According to Smith (2007), the loss of vision affects the individual in significant ways limiting mobility, access to printed information and independent living and use of new technology such as Information and Communication Technology (ICT). Students with visual impairment may, in fact, face difficulties in “utilisation” of ICT tools and, depending on the severity of visual impairment, the types of obstacles encountered may vary considerably.

Globally, the estimated number of people with visual impairment is 285 million, 39 million of this number are blind and 246 million have low vision (World Health Organisation, 2012). The incidence and demographics of

blindness vary greatly in different parts of the world. In most industrialised countries, approximately 0.4% of the population is blind, while in developing countries it rises to 1% (WHO, 2012). It is estimated by the World Health Organisation (WHO) that 87% of the world’s blind live in developing countries for which Ghana is part. Over the last decades, visual impairment and blindness caused by infectious diseases have been greatly reduced (an indication of the success of international public health action), but there is a visible increase in the number of people who are blind or visually impaired from conditions related to longer life expectancies (Velázquez, 2010). Throughout history, education has played a vital role in developing an individual’s ability and talent in any society, be it in Africa, Europe, America and the world over (Banyah, 2001). This makes the individual to be relevant in both the public and private sectors. As a result, the education sector will be proud of available skills for the development of the nation’s economy. This is why the attainment of higher education through which quality assurance would be assured for the overall development of humanity and for many nations across the globe is desirable. However, there are global challenges which must be met in order to attain this goal. The visually impaired need higher education to minimize the effect of their disability and develop their potentials adequately. People with visual impairments do not need pity and sympathy. They can never live comfortably on these and as such what they need is improved opportunities for qualitative education so that they can have increased versatility in employment. Quality education in the 21st century cannot be done without the knowledge and utilisation of various ICT tools.

Though a lot of ICT are in the system, it has become difficult for students with visual impairment to utilise some of these devices in their training and education. This denies the student with visual impairment the opportunity to utilise the current trend of educational technologies which are necessity for 21st century training and education. This study seeks to investigate the utilisation of ICT in the training and education of students with visual impairment in tertiary institutions in Ghana.

1.2 Statement of the Problem

Access to information is key for academic performance of students. With advent of ICT, students have acquired additional source for getting information along with the libraries in the university. According to Khetarpal (2014), ICT breakthroughs have brought new opportunities to restructure the learning and knowledge transfer environments along with information dissemination. E-courses and web-based teaching as well as e-learning resources in all education vocational and higher educational institutions provide an opportunity to the people with disabilities to gain knowledge and enter into the pool of skilled labour. ICT solutions such as word prediction or text highlighting have been shown to help visual impairment with their reading and writing.

Information and communication technology (ICT) expresses the convergence of telecommunications, information, broadcasting and communications. It is crucially important for sustainable development in developing countries. Mobile phones, satellites or Internet are a unique kind of infrastructure that expands access to key public services, thereby promoting digital inclusion. We all are aware of the importance and convenience that

technology can have in our lives, but for persons with disabilities, access to technology can mean living more independent lives, and being able to access the same information, goods and services that others take for granted. Such merits become a mirage to the visually impaired. There are very few available facilities leading to almost no opportunities for them and this again leads to their being uncounted. Inaccessibility and exclusion accentuate their disabling conditions.

According to Wang (2009), there is widespread belief that ICTs use can and will empower teachers and learners with visual impairment, transforming teaching and learning processes from being highly teacher dominated to student-centered. This transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.

In the last decade, there has been rapid development in information and communication technologies. The inclusion of World Wide Web into our daily lives has brought new and important implication also for education. ICT is one of the strongest allies to the visually impaired persons in overcoming the negative effects of visual impairment (Edwards & Lewis, 1998). The technology is related to successful education and positive change in attitudes and has potential in reducing the influence of certain negative consequences brought by visual impairment.

1.3 Purpose of the Study

The main purpose of the study is to examine the utilisation of ICT in the training and education of students with visual impairment in tertiary institutions in Ghana. Specifically, the study sought to:

  1. Identify the availability of ICT tools to students with visual impairment in their training and education in tertiary institutions in Ghana.
  • Examine how accessible ICT tools are to students with visual impairment in their training and education in tertiary institutions in Ghana
  • Identify ICT skills needed by students with visual impairment in their training and education in tertiary institutions in Ghana.
  • Investigate the benefits that would be derived from the use of ICT to students with visual impairment in their training and education in tertiary institutions in Ghana
  • Identify the barriers students with visual impairment encounter with the use of ICT in their training and education in tertiary institutions in Ghana.
  • Suggest ways by which ICT utilisation could be improved for students with visual impairment in their training and education in tertiary institutions in Ghana.

1.4 Research Questions

To guide the conduct of this study, six research questions were used.

The research questions are;

  • What are the ICT tools available to students with visual impairment in their training and education in tertiary institutions in Ghana?
  • Which ICT tools are accessible to students with visual impairment in their training and education in tertiary institutions in Ghana?
  • What ICT skills will be needed by students with visual impairment in their training and education in tertiary institutions in Ghana?
  • What benefits will be derived from the use of ICT to students with visual impairment in their training and education in tertiary institutions in Ghana
  • What barriers do students with visual impairment encounter with the use of ICT in their training and education?
  • What suggestions could be made towards the improvement with the use of ICT to students with visual impairment in their training and education in tertiary institutions in Ghana?

1.5 Significance of the Study

The desire of modern societies is to integrate marginalised groups into the mainstream of the society. This integration process cuts across all spheres of life ranging from education, sports and games, job and career opportunities and participation in politics and governance. Equitable integration of the visually impaired will require the use of some ICT devices such as computers and the internet. The knowledge of these peculiar devices and their unique work will help society to accommodate such individuals. The outcome of this study will therefore help to uncover ICT tools that are not available but useful for such an integration. Through the outcome of this study, students who are visually impaired will be aided to increase their access to the general curriculum and improvement of academic performance. The outcome will help us to know if the available ICT’s are accessible to students with visual impairment.

 

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