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The Kenyan government’s education policies and goals are geared towards achieving education for all (EFA) in tandem with international conventions and standards, including the Sustainable Development Goals ratified in November 2015. It is estimated that there are approximately 15,500 visually impaired (VI) children in Kenya. The Ministry of Education Report (2009) showed that 1,527 children were attending special schools and 1,637 were attending integrated/inclusive schools in the country. These special schools utilize assistive technology (AT) although facilities are inadequate. The study is based on Rogers’ diffusion of innovation theory. The purpose of the study was to establish the relationship between relative advantage of AT (the degree to which an innovation was perceived better than the one it supersedes) and teaching and learning of integrated English among VI learners. The study employed descriptive research design, targeting all the four special secondary schools exclusively set aside for the VI in Kenya. The sample size was four principals, 218 students, and 48 teachers. Data were collected using questionnaires, observation schedule and focused group discussions. The study established that there was significant relationship between relative advantage of AT and teaching and learning of integrated English among VI learners. The study recommended that before acquisition of AT by school management, there should be objective assessment of whether an AT would add value to the learning process compared to the already existing AT.

us-china education review. a

Relative Advantage of Assistive Technology in the Teaching and Learning of Integrated English Among the Visually Impaired Learners in Special Secondary Schools in Kenya