Learning with Albinism: Potential of Digital Technologies in Enhancing Learning Environment for Visually Impaired Pupils

Abstract

Abstract Pupils with albinism face significant challenges in accessing quality education due to visual impairment, lack of appropriate learning resources, assistive technologies, and supportive teaching strategies. Traditional classroom settings often fail to cater to their specific needs, leading to educational disparities and hindered academic progress. The study aimed to investigate the learning environment of pupils with Albinism (PA) in inclusive classrooms and the teaching strategies employed by teachers to support their education. The study utilized an exploratory qualitative research design to explore the learning challenges experienced by pupils with albinism at Buhangija Primary School in the Shinyanga region of Tanzania. A total of twenty (20) participants participated in the study, comprising seven (7) special needs teachers, eleven (11) STD VI pupils with albinism, one (1) Headteacher, and one (1) Academic mistress. Data was collected through face-to-face interviews and Focus Group Discussions (FGDs). The study's findings revealed significant challenges faced by pupils with albinism in the learning process. These challenges included the absence of assistive devices and large print books, difficulties reading from the chalkboard, inadequate teacher support, and stigmatization. Additionally, the overcrowded classrooms posed additional barriers for pupils with visual impairments, hindering their learning experience. However, the study identified several Information and Communication Technologies (ICTs) equipment, such as Digital Tablets, Optical Character Recognition (OCR), Screen reader, Braille translation software, Braille writing equipment, Closed-Circuit Television (CCTV), Braille embosser, Scanners, as practical assistive devices that could improve the learning environment for pupils with albinism. These devices have the potential to enhance their learning capabilities and facilitate their academic performance, bringing them on par with their non-albino peers..