Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya

Abstract

Abstract Information Communication Technology (ICT) enhances accessibility, efficiency, and quality of education. This study aimed to examine the status of ICT resources in teaching and learning in public primary special schools in Nairobi County, Kenya. Questionnaires, interviews, observation schedules, and manuals for document analysis were used to collect data from respondents. Research shows that most special schools have regular ICT resources provided by digital literacy programs (DLP), such as laptops and tablets. However, there is limited investment in specialized ICT resources to support the teaching and learning of children with disabilities and special educational needs. Research also shows that ICT resources are limited because most of the devices are kept by school administrators or teachers who do not know how to use them. The study concludes that limited investment in assistive and/or adaptive digital technologies and devices will harm the attainment of ICT skills as a fundamental skill by children with disabilities in special schools and special needs units. The study recommends the establishment of a technical committee on design innovation and equipment technology. This will complement DLP's efforts in providing resources for special schools to make better use of ICT for students with disabilities and special educational needs.