Assistive technologies in teaching children with physical disabilities in selected pre-schools in Kampala Central Division

Abstract

The connectivism Learning theory proposed by George Siemens &Stephen Dwnes (2005) believed that technology is a major part of learning and that the use of technologies like the assistive technologies gives children opportunities to make connections, choices about learning and promote group collaboration. Guided by this theory, this qualitative study focused on assessing how use of assistive technologies influences the learning of children with disabilities in Pre-school . The study specifically examined the usage, benefits, barriers and best practices in the use of assistive technologies. Information was provided by a total of 15 respondents from pre-schools within Kampala central division. The administrators of pre-schools and teachers were purposively selected, whereas the pre-school children were selected using simple random sampling .Data was collected using a structured interview guide and Observation check list and analyzed using content analysis. The findings revealed that, the use of assistive technologies was in place but schools faced acute financial constraints in acquiring the desired items since government facilitation was minimal. The very limited access to assistive technologies narrowed teachers‟ understanding of assistive technologies in the learning of pre-school children. It was also found out that in schools with external donations, the use of assistive technologies featured, the technologies provided opportunities for interaction, working together, sharing and communication which are critical pillars in the learning and development of pre-school children, The teacher intimated that use of the assistive technologies was in place but teachers had limited understanding of the Assistive technologies user guides, which rendered some items idle.. It was revealed that all the teachers overwhelmingly agreed that assistive technologies are important in the effective and efficient learning of the children. The researcher recommends that having a variety of assistive technologies be made a key requirement in pre-schools. The MOES should also support pre-schools in acquiring relevant assistive technologies. All teachers should be regularly trained in the effective and efficient use of assistive technologies. The pre-school curriculum should be made more activity based to allow teachers and children opportunity to use assistive technologies.