Provision of information services to the visually impaired Students at Thika school for the blind in Kenya

Abstract

Provision of information services enhance learning and instructional processes in schools including those of the visually impaired students. However, in most instances, the design of the subject materials and learning activities is done with normal sighted in mind. Although great improvements have been made in terms of teaching techniques and facilities, the visually impaired students still face challenges accessing the ordinary curriculum which has been further worsened by use of technology. This study sought to investigate the provision of information services to the visually impaired students at Thika School for the Blind and propose strategies that can be used to improve the services. The objectives of the study were: establish information needs for visually impaired students; identify information sources that the students consult when seeking information; determine type of special skills required by visually impaired students; to identify different activities that visually impaired students undertake while seeking information; to establish enabling and inhibiting factors for accessing information by visually impaired persons while seeking information ; and to propose strategies that can be used to enhance the provision of information services to visually impaired students at Thika School for the Blind. The study was anchored on the Moore’s Model of Social Needs and Wilson’s Model of Information Behaviour. The study employed both qualitatively and quantitatively approaches. Qualitative data were analysed thematically and quantitative approach data were analysed using descriptive analysis in line with the research objectives. The study population was 720 and targeted a sample size of 97 respondents. Both probabilistic and non-probalistic sampling methods were used. Random stratifies sampling was the probabilistic method used while purposive method was the non-probabilistic sampling method used. Primary data was collected using face- to-face interviews; focus-group-discussions and documentary analysis. Data analysis involved descriptive analysis and narratives. The study found that some of the information needs were met and others are not; information materials were inadequate and outdated; some of learning skills were introduced to students; activities undertaken by visually impaired students were based on academics. The study concluded that there were: activities undertaken by the students based on curriculum; all information needs sample were not fully met; information materials were inadequate and outdated; students also lack some of special skills among others. The study’s recommendations included were: offering different activities; additional reading equipment; availing different sources of information; employing more professionally trained staff and broadening of information services. This is expected to impact on the information services offered to the visually impaired students at Thika School for the blind in Kenya as this is a key strategy that is part of the Kenya Vision 2030.