Education Kenya Project #7869

Computer Labs for the Blind and Visually Impaired

by INABLE, CORP

Project Report | Jun 25, 2021
Impact of teachers training on inclusive education

By Esther Njeri Mwangi | Public Relations Officer, inABLE

Shadrack, Computer Instructor training teachers

Over the last decade, inABLE has built collaborative partnerships with special schools for the blind in Kenya to empower blind and low vision youth and their teachers. From the start teachers' training was a priority. In August 2009, at the first inABLE Computer Lab at Thika Primary School for the Blind, 30 teachers embarked on computer training over a period of three months, during weekends and lunchtimes. Today, we have enrolled over 12,000 students, and 190 teachers (70 male and 120 female) have been trained from seven partner schools for the blind in Kenya, including St. Lucy Primary and High Schools for the Blind, Meru County, Thika Primary and High Schools for the Blind, Kiambu County, St. Oda Primary School for the Blind, Siaya County and Likoni Primary and High Schools for the Blind, Meru County.

These motivated teachers have learned to independently access digital content, and over 50% are capable of training students on their own and some have incorporated laptops in their classes, allowing students to take notes in class. InABLE invites teachers to use the computer assistive technology labs at any time to support their lesson preparations and reporting. We have been told that their teaching delivery has improved, and their ability to explore further research. Their students have gained from the teachers' access to online educational resources, such as educational videos and audiobooks, and manuals.

Here’s how the inABLE computer assistive technology labs have benefited the teachers:

“Computer has enabled me to be able to communicate and made me independent allowing me to learn so much more information by myself,” says Paul.

“Computer skills have connected me to the world and helped me to enjoy browsing the internet as compared to the previous manual operation I was used to. It has also helped me do a lot of research and put me in a position to source for first-hand information unlike before” says Jane.

“Computer skills have positively impacted my social life and career. The skills have enabled me to optimally deliver to my learners in a more innovative and creative way, as well as do digital appraisals,” says Lawi.

“Learning computer skills has equipped me with the relevant knowledge, skills and attitude to maneuver in the technology world. I can now impact the knowledge and skills attained to the learners.” says Ann.

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Mar 3, 2021
Peer-to-Peer Learning Fosters Leadership

By Esther Njeri Mwangi | Public Relations Officer, inABLE

A group of students engaged in a discussion

Peer learning is a process of students learning from students in a formal or an informal way. Teaching on purpose reports that peer learning has been proven to be a successful venture when it comes to improving students’ academic and social cognitive skills. In practice, inABLE has been blending peer-to-peer learning in the Computer-Labs-for-the-Blind program for close to a decade and the results have been tremendous.

At inABLE we have many examples of how peer mentoring has groomed future leaders and digital technology pioneers, including:

Valerie, is now a third-year student pursuing Gender and Development Studies at Kenyatta University and a beneficiary of the inABLE assistive technology Labs. Thanks to the assistive Computer Labs and peer-to-peer learning, Valerie gained her independence which boosted her confidence and she is now the Congressperson for Special Needs Students at the Kenyatta University. Delvin, a 20-year-old low vision high school graduate, joined the new inABLE Coding for Interns project and is currently advancing her coding skills set to improve her chances with employment and self-employment as a freelance Coder.

Nellyjoy, a 13-year-old class 7 student with low-vision at St. Lucy Primary for the Blind has been part of the Computer-Labs-for-the-Blind program since the first grade. Recently, due to the Covid-19 pandemic that led to the widespread school closures, special needs students, like Nellyjoy, were forced to go back home. However, she was one of the lucky students to receive a Chromebook laptop as part of a home-schooling project launched by inABLE, in partnership with the Ministry of Education of Kenya, and Foreign, Commonwealth & Development Office (FCDO). While learning from home, Nellyjoy advanced very quickly. She mastered the keyboard, improved her typing speed, and has even mentored friends virtually. When the schools re-opened, her computer skills, compared to other peers, led the teachers to appoint her as the leader of a group of 19 students participating in peer-to-peer learning.

Much of the inABLE Computer-Lab-for-the-Blind program success can be attributed to peer-to-peer learning, explains Irene, Founder and Executive Director, inABLE: “When our instructors step back and invite group collaboration a more interactive and engaging learning process unfolds, pushing the students to collectively advance their computer skills together.”

InABLE intentionally began the computer assistive technology program at the primary school level to ensure vital computer skills, including keyboarding, software use and Internet navigation were accomplished early. The peer-to-peer learning at inABLE computer labs happens more often with the students who have benefited from the primary school program and have advanced with age, grade and aptitude.

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Nov 30, 2020
inABLE Graduate turned computer skills learning into a flourishing musical career

By Esther Mwangi | Public Relations Officer, inABLE

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