Teachers’ Use of Assistive Technology in STEM Instruction for Students with Visual Impairment in Inclusive Basic Schools in Ghana
DOI:
https://doi.org/10.64712/ghajet.v14i3.799Keywords:
Assistive Technology, Inclusive STEM, Visual Impairment, Teacher Practices, GhanaAbstract
Assistive technology is important for improving access to Science, Technology, Engineering, and Mathematics (STEM) instruction for learners with visual impairment in inclusive classrooms. However, in Ghana, its use in inclusive basic schools remains limited and inconsistent. This qualitative multiple-case study explored how teachers use assistive technology in STEM instruction for learners with visual impairment in three historically inclusive basic schools in Ghana. All twenty-one (21) teachers teaching STEM-related subjects in the selected schools participated in the study. Data were collected through semi-structured interviews, classroom observations, and review of assistive technology resources, and were analysed thematically. The findings showed that teachers relied mainly on basic braille-related resources, while access to low-vision devices, digital tools, and specialised STEM assistive technologies was limited and uneven across schools. Assistive technology was used primarily to improve access to visual and text-based STEM content, support mathematical tasks, and promote participation in classroom activities. However, such use was not consistent and was often dependent on the availability of resources and teachers’ confidence in using them. Factors that supported integration included teacher training, collaboration with specialists, supportive school leadership, and resource availability. Key barriers included inadequate training, limited and costly assistive technology, weak infrastructure, curriculum and assessment pressures, and insufficient institutional support. The study concludes that although teachers show commitment to inclusive STEM instruction, sustained use of assistive technology is constrained by inadequate resources and weak support systems. It recommends increased provision of STEM-related assistive technology, continuous teacher professional development, and stronger school-level support to improve inclusive STEM instruction for learners with visual impairment in Ghana.References
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