From Tablets to Tests: Advancing Accessible Education for Visually Impaired Learners at Likoni School, Kenya

Abstract

Learners who are blind or have low vision face persistent challenges in accessing inclusive learning opportunities, including limited availability of assistive technologies, reliance on print-based materials, and gaps in teacher training. Inclusive education remains a global priority, yet structural barriers continue to restrict equitable educational access.

In Kenya, these challenges make innovative interventions essential for improving learning outcomes and participation. Likoni Primary School for the Blind in Mombasa County provides a leading example of inclusive digital education. The school implemented a completely digital learning environment, equipping students from Grade 1 through junior school with Chromebooks to foster autonomous learning and develop digital skills. This initiative is part of in ABLE’s mission to enhance learning opportunities for students who are blind or have low vision through computer-assisted technology and accessible digital content. The school has also hosted visits that showcased how technology can enhance educational experiences for visually impaired learners.

This study used an exploratory qualitative case study design, incorporating field observations, interviews with teachers and administrators, and school records analysis to examine the outcomes of the initiative. Findings indicate significant gains in students’ scholastic achievement, confidence, independence, and overall development.