Abstract: This study examined the influence of assistive technology in teaching on learners’ English performance in selected primary schools in Ikumbya Sub-County, Luuka District. It used a cross-sectional design with quantitative data analysis on a representative sample of 24 respondents from three primary schools in Ikumbya Sub-County, Luuka District. Questionnaires were used, and findings were presented in summary tables using frequencies and percentages. Conclusively, assistive technology greatly enhances learners’ English performance, especially for learners with hearing impairment. It promotes improved communication skills, better hearing and comprehension in noisy environments, and greater participation in classroom discussions. It also enhances listening and comprehension through tools such as speech-to-text software, boosts self-esteem and confidence, and supports learners who struggle with traditional learning methods. Further, assistive technology was commended for enabling full participation in social interactions, promoting equitable access to education, improving quality of life, facilitating peer connections, and fostering independence in children while maintaining daily routines. By recommendation, the findings underscore the importance of incorporating assistive technology in educational settings to create inclusive environments that benefit all learners.

Abstract: Learners with hearing impairment in Kenyan secondary schools continue to face significant academic challenges, largely due to communication barriers and limited access to assistive technology (AT). Despite inclusive education policies and growing global recognition of AT’s potential to enhance learning, implementation remains inconsistent and under-resourced, particularly in rural areas. The purpose of this study was to examine the effectiveness of assistive technology in improving academic performance among secondary school students with hearing impairment in Kenya. The study employed a descriptive research design based on secondary data obtained from government reports, academic journals, institutional records, and published studies from 2019 to 2024. Document and content analysis were used to examine trends in AT implementation and its impact on learner performance, retention, and engagement. Findings revealed that learners with access to AT—such as hearing aids, captioned content, (frequency modulation (FM) systems, and speech-to-text applications—demonstrated improved academic outcomes, classroom participation, and confidence. Schools with trained teachers, supportive leadership, and consistent AT maintenance reported better learner performance compared to those without such support. However, disparities in access, lack of technical expertise, and inadequate policy enforcement limited AT effectiveness in many institutions. The study concludes that while assistive technology significantly enhances academic performance among students with hearing impairment, its success depends on sustained investment, teacher training, and inclusive education practices. It is recommended that stakeholders strengthen teacher capacity, enhance infrastructure, integrate AT into curricula, and promote collaboration between schools, communities, and policymakers.

Abstract: The National Association of School Psychologists (NASP) 2010 posited that between 2-27% of learners in basic education schools in the world suffer from anxiety and self-esteem. This is much higher for the visually impaired learners, of which Assistive Technology is a contributor. It is on this premise that the study assessed the awareness of the application of Assistive Technology in educational instruction among learners with visual impairments in learning institutions within Nairobi Metropolitan. The study was guided by Bandura’s theory of self-efficacy and Michael Diamond’s Model. The study employed a mixed-method convergent parallel research design with a target population of 733 visually impaired learners and 70 staff members from 13 Visually Impaired learning institutions in the Nairobi metropolitan. Using a sample size of 320 respondents, stratified random sampling was used to select 5 principals, 23 teachers, and 292 learners. Data collection entailed questionnaires, interviews, and focus group discussions. Data obtained was analyzed quantitatively using descriptive and inferential statistics. Qualitative data were analyzed using thematic content analysis. The study found that the majority of the visually impaired learners (25.3%) were at least somewhat aware of AT use for instructional reasons. The study revealed that a significant portion of 82(32.9%) were “extremely aware” of the application of the policy. The findings show that there were disparities in the awareness of the need to approve AT devices for use in a classroom context with the majority 86(34.5%) of the respondents being “not at all aware”.