Kisanga, S. E., & Kisanga, D. H. (2022). The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania . Disability and Rehabilitation: Assistive Technology , 17 (7), 791–800. https://doi.org/10.1080/17483107.2020.1817989

Researchers examined the use and accessibility of assistive technology (AT) devices for students with visual impairments in post-secondary institutions, in Tanzania. Specific accommodations discussed included closed circuit television/video magnifier, electronic note taker, electronic white cane, voice recorder, embosser machine (braille printer), Perkins braille machine, computer with screen reader app, and typewriter.

Twenty-one respondents, of which 17 were students with visual impairments and four were transcribers, were recruited from a higher education institution in Tanzania, to participate in this study. The transcribers were trained to convert documents from ink to braille and vise versa, as well as to support students with visual impairments.

A questionnaire and a semi-structured interview with open-ended questions and a questionnaire were used to gain insight into students understanding of assistive technology, awareness of assistive technology, availability of assistive technology, and access to assistive technology.

Results indicated that students in higher education institutions in Tanzania were familiar with assistive technology, but their knowledge base was limited to the devices that they had access to at their institution. Students at the institution this study occurred at had a few basic assistive technology devices.