Assessing computer technology usage by students with visual impairment at the University of Education, Winneba

Abstract

The study focused on assessing computer technology usage among students with visual impairment at the University of Education, Winneba (UEW). The sample was made up of 20 students with visual impairment from various departments and one staff member responsible for supporting students’ use of computer technology. The researcher collected data through semi-structured interviews, together with focus group discussions and observational methods, within a qualitative research approach and a case study design. The findings unveiled several noteworthy outcomes. Students needed assistive technologies such as JAWS and NVDA screen readers to use computer technology. Many students faced challenges with high-level computer skills because they received insufficient training in advanced document preparation, web usage, and software tweaks. Students who demonstrated independent computer use existed along with individuals who needed peer assistance because their institution’s support was not enough. Students faced additional challenges when striving to use computer technology because they lacked personal computers and experienced unreliable assistive programmes in addition to financial limitations. The research pointed out several limitations that ranged from limited access to university digital interfaces to insufficient technological equipment and limited skills in using assistive tools and an inadequate support structure. The study recommends strengthening institutional provisions through sustained training in computer and assistive technologies, improved access to functional devices and updated accessibility software, and the enhancement of reliable internet services. It further emphasises the need for adequate technical support structures, integration of assistive technology training within the curriculum, and the establishment of financial support or device loan schemes.