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and outdated; some of learning skills were introduced to students; activities undertaken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.