Assistive Technologies for the Visually Impaired Learners: Are Teachers Adequately Trained to Use Assistive Technologies?

Technology is not stagnant. It evolves daily. Teaching and learning methodologies also change to suite the ever-changing environment. Days of the teacher being the sole provider of information and knowledge are gone. Learning is more flexible and easily accessed via flexible environments. Participants in the teaching and learning have not changed. However, more opportunities have been availed to accommodate diverse populations including people living with disabilities. The question is whether teachers in developing countries are capacitated to cater for people living with disabilities (PLWDs). This chapter explores how visually impaired learners are catered for in using assistive technologies (ATs) to access tuition and educational materials. Furthermore, it will look at how teachers are trained in catering for the VILs. In a study to gather views of practicing and prospective teachers undertaking a course at a higher learning institution in Eswatini, participants were asked to indicate technologies they preferred to use in their classrooms. To explain the data, technology-enhanced learning environments (TELE) framework was used. TELEs are environments where ICT tools are used to support and facilitate learning. TELEs are based on constructivist pedagogy, whereby learners explore their own interests and undertaking instruction in a flexible manner using different technologies. Participants responded to a questionnaire with open-ended questions. Results indicated lack of knowledge on assistive and smart technologies (STs) for VILs. It was recommended to integrate ATs and STs in training teachers.