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ASSESSMENT ON THE USE OF ASSISTIVE TECHNOLOGY FOR PUPILS WITH MOBILITY IMPAIRMENT AT A SCHOOL LIBRARY: A CASE STUDY AT UHURU MCHANGANYIKO PRIMARY SCHOOL:
oai:repository.slads.sc.tz:cmsj4qd55005pk8c5y4yca2v0· datestamp 2026-11-10T09:59:19Zdepartment:LIMtype:dissertation
| dc:title | ASSESSMENT ON THE USE OF ASSISTIVE TECHNOLOGY FOR PUPILS WITH MOBILITY IMPAIRMENT AT A SCHOOL LIBRARY: A CASE STUDY AT UHURU MCHANGANYIKO PRIMARY SCHOOL: |
|---|---|
| dc:creator | Belinder Gasper Mbise |
| dc:subject | Assistive technology |
| dc:subject | Mobility impairments |
| dc:subject | Uhuru Mchanganyiko Primary School Library |
| dc:subject | Inclusive education and physical accessibility |
| dc:subject | School libraries |
| dc:subject | Information access and academic performance |
| dc:subject | Library infrastructure and physical navigation |
| dc:description | This study assessed the use of assistive technology for pupils with mobility impairments at Uhuru Mchanganyiko Primary School Library in Dar es Salaam, Tanzania. The study was guided by three specific objectives: to assess the level of awareness among pupils with mobility impairments regarding available assistive technologies; to evaluate the effectiveness of assistive technologies in improving access to information and academic performance; and to identify challenges faced by pupils with mobility impairments when accessing and using assistive technologies in the school library. The study adopted a case study research design with a mixed-methods approach. Data were collected from 15 pupils with mobility impairments through structured questionnaires, from 4 library and special education staff members through semi structured interviews, and from 3 school administrative officials through key informant interviews. Direct observation of the library facilities was also conducted. Quantitative data were analyzed using descriptive statistics through SPSS, while qualitative data were analyzed thematically. The findings revealed that while basic structural features like entrance ramps enjoyed universal awareness (100%), awareness of specialized assistive technologies such as adjustable desks (26.7%), accessible shelving (33.3%), and digital learning aids (13.3%) was extremely low. Regarding effectiveness, 60% of students reported that assistive facilities improved their access to books, and 53.3% felt it positively impacted their academic performance. However, physical navigation within the library remained problematic, with 53.3% disagreeing that the library was fully physically accessible. Major challenges identified included poor internal infrastructure and high shelves (80%), inadequate or broken equipment (66.7%), lack of training on tools (60%), lack of personal awareness (53.3%), and technical/digital bottlenecks (26.7%), compounded by chronic budget constraints. The study concludes that while Uhuru Mchanganyiko Primary School has established a baseline for inclusive education by providing physical entry access to its library, the facility falls short of providing comprehensive, independent inclusive library services. |
| dc:publisher | School of Library, Archives and Documentation Studies (SLADS) |
| dc:date | 2026 |
| dc:type | Text |
| dc:type | Dissertation |
| dc:format | application/pdf |
| dc:identifier | https://repository.slads.sc.tz/records/cmsj4qd55005pk8c5y4yca2v0 |
| dc:language | en |
| dc:rights | All rights reserved |
| dc:relation | https://repository.slads.sc.tz/api/records/cmsj4qd55005pk8c5y4yca2v0/file |