Makerere, Kyambogo Boost Assistive Tech, Lecturer Training to Support Visually Impaired Students

Makerere and Kyambogo universities are intensifying efforts to support visually impaired students by enhancing lecturer engagement and investing in assistive technology. These initiatives aim to make higher education more inclusive and accessible.

Dr. Leah Sikoyo, Senior Lecturer at Makerere university, said that for years, visually impaired students have faced challenges such as limited access to learning materials, inaccessible lecture halls, and minimal technological support. However, she adds that institutions are now addressing these issues through lecturer training, improved teaching methods, and advanced assistive tools.

"We want to leave these challenges in the past,"Dr. Sikoyo emphasized. "Universities are actively working to create a more inclusive learning environment by equipping lecturers with the necessary skills and integrating assistive technologies that empower visually impaired students."

Dr. Leah Sikoyo made these remarks while presenting a report on a five-year project on supporting Visually Impaired Students led by Makerere University in collaboration with Kyambogo University, the National Council for Higher Education (NCHE), and the Uganda National Association of the Blind (UNAB).

The said project, funded by the government through MAK-RIF, was implemented in two phases. The first phase focused on studying the situation, while the second phase introduced interventions to support 100 visually impaired learners and 80 university staff.

Findings from the initial study conducted at Makerere, Kabale, and Kyambogo Universities revealed significant gaps in the education of visually impaired students. For instance, at Kabale University, where enrollment of visually impaired students was rising, there was only one Braille machine, and most Braille services had to be outsourced from a nearby secondary school for the blind.

Makerere University did not fare much better. Although the university had recently procured a Braille embosser, Fusion screen reading license, Ultra-CCTV, Braille keyboards, PAL scanner reader, scanner, and Braille paper, many staff and students wereunaware of the existence of these resources or the services offered by the unit.

Kyambogo University, on the other hand, had a wider range of assistive devices, including slates and styluses, Perkins Braille machines, Braille embossers, Braille readers, scanners, magnifying glasses, and Victor readers. This was largely due to its long-established Faculty of Special Needs and Rehabilitation, which is equipped with a resource center and other specialized facilities. However, in many other faculties, the situation remained challenging.

Highlighting another critical issue, Dr. Sikoyo said that many lecturers only realized they had visually impaired students during examinations. “Imagine teaching an entire semester without knowing a student in your class is visually impaired. It’s only during exams that you notice they are struggling or lost,” she wondered.

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  She further noted that most lecturers lacked training in inclusive education, as many have never received any orientation on how to support students with special needs.  As a result, visually impaired students were often overly reliant on guides, raising concerns about the quality and accuracy of their work.

"While visually impaired students primarily rely on audio and touch (tactile senses), most teaching, assessment, and instructional materials assume that all students are sighted," she explained.

Beyond infrastructural and technological challenges, visually impaired students faced another major hurdle—their academic options were largely restricted. In all three universities, most visually impaired students were enrolled in humanities, education, law, and social work —while at Kyambogo University, some settled for community-based rehabilitation, with only a few venturing into business courses.

Sikoyo noted that there seems to be a structural challenge that channels visually impaired students into specific fields. However, she emphasized that, regionally and globally, such learners have a wide range of choices, including STEM fields.

"But the challenge is that the system seems to confine them to these fields. Yet globally, visually impaired students are pursuing medicine, engineering, and other sciences, thanks to advancements in assistive technology," she said.

With the gaps identified in the first phase, the second phase of the project has focused on implementing solutions. This included training lecturers to effectively teach visually impaired students, sensitizing their peers to foster an inclusive learning environment, and enhancing the use of assistive technologies to improve accessibility.

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The project among other things also looked at integrating assistive technology such as screen readers, text-to-speech software, Braille displays, and adaptive online learning platforms to enhance accessibility.

Dr. Dianah Nampijja, Lecturer at the Department of Adult and Community Education at Makerere, said that with assistive technology, trained lecturers, and other targeted interventions, universities can genuinely support students with visual impairments—enabling them to become independent learners.

"We didn't want to pity them," she said. "The world out there has already pitied them enough."

Reflecting on the project's progress, Dr. Nampijja observed a growing awareness and sensitivity toward the learning needs of visually impaired students across participating universities.

"It wasn’t just about understanding assistive technologies," she explained. "It was about designing solutions based on real needs. We started by engaging with learners and their teachers—understanding their experiences, challenges, and requirements before shaping our interventions."

She highlighted improvements in the capacity of academic staff, particularly in inclusive teaching and assessment. Modules were developed to help lecturers understand how visually impaired students interact with learning management systems.

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The shift to online learning during COVID-19 was a mixed blessing. While it increased access to audio-based learning, more work is needed to fully integrate assistive technology into mainstream education and equip lecturers with the necessary skills.

Dr. Nampijja also pointed to a shift in attitudes. "Some lecturers who once doubted the abilities of visually impaired students now say, ‘I didn’t know they could use a laptop faster than me!’"

She further shared a striking example from a recent training session. "A fourth-year social work student walked into the lab. She had never used a computer before but was fluent in Braille. Within 15 minutes, she mastered the keyboard layout, typing faster than many sighted students! The joy on her face was priceless. ‘I’m happy I got this chance before graduating,’ she said. It was a reminder that access to technology can be truly transformative."

Students praised the project, highlighting how it had significantly improved their learning experience. Many expressed hope that it would be expanded to other universities and institutions across the country to benefit more students and staff.

They emphasized that the training, assistive technology, and support systems introduced through the initiative had not only enhanced their academic performance but also boosted their confidence and independence.

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However, despite efforts by Makerere and Kyambogo to address challenges faced by visually impaired learners, some issues persist. Students pointed out that internships and field attachments remain a major concern, as they are often placed in inaccessible environments—housed on upper floors without Wi-Fi access or even at risk of theft.

For many lecturers, supporting visually impaired students was unfamiliar territory. Enock Kisekka, a lecturer atKyambogo University, admitted that previously, he had little knowledge of how to teach them effectively.

"I assumed they just needed extra help from peers. I didn’t realize the real challenges they faced in accessing materials and assessments," he shared. His perspective changed after meeting a student struggling with poor handwriting during exams. A conversation revealed the issue wasn’t handwriting but undiagnosed low vision that had gone unnoticed for years.

"This training moved me from familiarity to real knowledge about visual impairment. Now, I intentionally identify and advocate for these students. We’re not doing them a favor—it’s their right," he emphasized.

While awareness has improved, he noted that policy implementation remains a challenge, urging universities to focus on practical solutions rather than just policies.

Meanwhile, Dr. Zahara Nampewo, representing the Grants Management Committee (GMC) of MakRIF, highlighted the critical role of assistive technologies in improving learning for visually impaired students in Uganda’s public universities.

Quoting Helen Keller, she remarked, “The only thing worse than being blind is having sight but no vision,” emphasizing that true vision goes beyond physical sight. “This project empowers visually impaired students to see with their minds.”

She urged project implementers and lecturers to expand its impact, generating more actionable results. “Inclusion is key to equitable and sustainable development, and this initiative is a step toward ensuring access, equity, and opportunity for all students,” she added.

Visual Impairment at a Glance

According to the Uganda Bureau of Statistics (UBOS), about 13% of Uganda’s population lives with some form of disability, with 7.2% of individuals aged five and above experiencing visual impairments. This highlights the urgent need for inclusive education and support systems in universities.