Abstract:
The aim of this study was to identify the role of Information Communication Technology for
students with visual and hearing problems, as well as to explore the factors that hinder these
students not to be effective as it is expected. The research design for this study was cross sectional
survey. Addis Ababa, Jimma and Hawasa Universities were study areas. The respondents were
undergraduate students with visual and hearing problems, lab assistants and instructors who
teach these students. Total population of this study was 374. Sample size was determined by using
both purposive and stratified random sampling. Qualitative and quantitative methods were used
to collect data from total of 167 respondents. Data collection instruments were questionnaire,
interview and observation. The researcher used both descriptive way of statistical methods like
measures of central tendencies to analyze the collected data and inferential method to see the
relationships between variables. The result obtained from the study indicate that ICT help the
students to access relevant information independently. For students who have experience to use
technology, there is a problem of being dependent on it. Also the experience of students with visual
and hearing problems in using computer, internet and Assistive technologies is at minimum level.
52.9% of the respondent have no experience of using computer and 58.2% of them do not know
how to use internet. Majority of them have mainly limitation of awareness to use technology,
digital divide and interpersonal relationship with others. Even though technological tools are
effective in giving the information for the user, all students with visual and hearing problems could
not use them properly. The main reasons for this challenge are complexity of technology and
shortage of computer and Assistive technologies in number and kind. The students who use
computer and Assistive technologies have good information seeking behavior; i.e. most of them
use the technology for educational purposes. To indicate the strategy that should be implemented
in order to solve the problems of quality of education for these students, Technology Acceptance
Model (TAM) is adopted. Generally, students with visual and hearing problems have gap of getting
relevant and timely information because of barriers from organizational structure, digital divide,
lack of awareness how to use technology and complexity of technology. Therefore, students with
visual and hearing problems, lab assistants, universities, Ministry of education and FDRE
government should actively participate in order to implement the inclusion policies and enhance
quality of education for these students.
