Abstract

Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last fifteen years, low vision devices have not been effectively used. The purpose of the study was to evaluate the impact of the low vision training program on the use of low vision devices in primary schools for the visually impaired pupils in Kenya. Specific objectives of the study were to establish: extent of use of low vision devices by the visually impaired pupils, challenges posed by learners with low vision and teacher skills necessary for training learners to use low vision devices. The study was carried out in six schools for the visually impaired pupils. The respondents in the study included seventy eight teachers and seventy eight learners with low vision. Survey research design was used in the study. Research instruments were questionnaire and observation schedule. Data was analyzed by use of descriptive statistics. Findings from the study were that learners with low vision lacked devices that can make them access curriculum content to the full, thus posing challenges for the teachers and learners. Lack of regular auditing of teacher performance in order to improve on learner performance posed another challenge because there was a delay in teachers getting feedback from their practice. The study established the need for low vision devices to be acquired and made available to learners with low vision, low vision teams based at each school be reconstituted to provide coordinated learning support, and regular case conferencing to provide learning support for the learners and professional guidance for the teachers.