Literacy medium for learners with visual impairments : Primary literacy medium used by secondary school learners with low vision in Kenya

The purpose of this study is to investigate the literacy medium used by secondary school learners with low vision. The study further aims at investigating the factors that influence the leaner’s choice of literacy medium. In this study a survey design is used with questionnaire as data collection tool. A stratified random sample consisting of ninety three (93) male and female learners with low vision drawn from a special residential school for the learners with visual impairments participated in the study. Data was analyzed using descriptive statistics; frequencies and percentages. Findings of the study indicate that majority of learners with low vision use Braille as their primary medium of reading and writing, although a relatively significant percentage also use print with and without aid of low vision devices. The learners’ choice of the literacy medium was influenced by mechanical and social factor. Mechanical factors included quantity and quality of assignments, ability to take notes in a chosen medium, reading rate, comprehension and accuracy, fatigue, physical dexterity and working distance from the page. Social factors included portability, availability and the family’s or teacher’s perception of the learners needs. Based on the findings, the study recommends the need to develop tools and procedures of assessing the literacy medium for learners with visual impairments as well as formalize learning medium assessment in education programming for learners with visual impairments. Key words: literacy medium, visual impairments, low vision, assessment