Abstract:
The terminology “assistive technology” (AT) refers to the apparatus, devices, and
equipment, as well as the systems, services, adaptations, and processes employed by
persons with special needs to support and facilitate their learning needs. Therefore,
integrating AT facilities into physical education (PE) could equip special-needs learners
with the skills to enhance their physical fitness and well-being, thereby rewarding their
educational requirements. However, the adoption of assistive technology is not prevalent
in special-needs schools despite the requirement by the Individuals with Disabilities
Education Improvement Act (IDEIA). Consequently, learners with disabilities tend to lag
behind in physical fitness in comparison to their unchallenged peers. The study
incorporates quantitative research supplemented by qualitative methods to appraise the
factors and processes that pre-service teachers of learners with disabilities consider,
adopt, and utilize when integrating assistive technology in adapted physical education
to meet their learners’ needs. Additionally, the study evaluates assistive technology skills
and knowledge levels among pre-service teachers to determine their adoption levels.
Precisely, the study provides an overview of the different kinds of assistive technology
facilities available in the Republic of Kenya for special-needs schools, as well as the
modalities of their usage. Using the Theory of Normalization, Technology Acceptance
Model, and Diffusion of Innovation Theory as its pedagogical frameworks, to this end,
the researcher employed the Descriptive Survey Design when collecting data from 395 pre-service teachers, 21 tutors, and 3 departmental heads in three public teacher-training
colleges (TTC) with a special-needs curriculum. Additionally, the researcher embraced
both probability and non-probability sampling designs to come up with the study sample
of 419 respondents. The researcher collected data through a survey by using self-
reporting questionnaires, observations, interviews, as well as group discussions. The
study included a pilot program for assessing the validity and reliability of the collected
data. The Researcher’s observations included facilities, assistive technology equipment,
lessons, document review, and personal experiences relating to the research questions.
The researcher then transcribed, categorised, and organised the qualitative data into
themes, which she presented as narratives. Regarding quantitative data collected, the
researcher used Statistical Package for Social Science (SPSS) to generate descriptive
statistics, including the mean and standard deviation and inferential statistics, including
the model R2, ANOVA statistics, and chi-square tests presented in frequency distribution
tables. The researcher embraced the model R2 to establish the correlation between pre-
service teachers’ level of training or professional development and implementation of
assistive technology in adapted physical education preparedness. The study concludes
that the availability of AT facilities/equipment, training programs, learners’ perceptions,
teachers’ attitudes, and institutional environment significantly influence the pre-service
teachers' preparedness in applying AT devices in APE learning in the teacher training
colleges in Kenya. Ironically, the study finds that a lack of adequate skills and awareness
about AT devices and their usage in APE programs among the teachers training colleges’
tutors significantly impeded the pre-service teachers' preparedness on APE in the
randomly sampled colleges. Additionally, the study finds that engaging the various AT
frameworks in the PE lessons of pupils with special needs positively influences the
learning processes of special-needs learners. Consequently, the study recommends that
the Ministry of Education (MoE) and other education stakeholders support TTC in
acquiring adequate AT facilities for the pre-service teachers to allow them to embrace AT
in APE because support by the relevant government agencies would enhance the quality
application of the knowledge and skills learned for onward transfer to professional
practice.