Limitations of Access to Assistive Technologies Among Visually Impaired Distance Learners: Evidence from The Open University of Tanzania

Abstract

This paper examines the limitations faced by visually impaired learners in accessing assistive technologies (ATs) at the Open University of Tanzania (OUT).
Despite inclusive policies, visually impaired learners face substantial barriers to accessing ATs. Using the Students, Environment, Task, and Tool (SETT) framework by Zabala 1990 this study adopted a qualitative approach with a single-case study design. The study included 18  articipants who were purposively selected. Data were obtained through interviews, documentary reviews, and observations, and analysed using inductive thematic analysis. The findings revealed various limitations, including difficulties in comprehending robotic acoustic output, insufficient assistive technology devices (ATDs), the absence of dedicated assistive technology units and facilitators at regional centres, and financial constraints.
These limitations impede visually impaired learners' engagement with educational content and navigation of distance learning environments. The study recommends
that the Open University of Tanzania enhance AT availability by addressing financial barriers to foster inclusive distance learning environments and improve
visually impaired learners' participation.