Boosting Learner Independence: Adaptive Technology for Students with Cerebral Palsy in Primary Schools Across Busia District, Uganda

Abstract

This study aims to identify the factors influencing the utilization of adaptive technology (AT) to promote independence among learners with cerebral palsy in primary schools within Busia District, Uganda. The specific objectives include assessing attitudes, determining training levels, evaluating proficiency in AT use, and scrutinizing environmental adaptations. Using a descriptive survey design, data was collected from a sample of 297 participants, including parents, children with cerebral palsy, teachers, and rehabilitation officers. The findings highlight positive attitudes toward AT, inadequate training levels, varying proficiency in AT use, and the need for environmental adaptations. Recommendations include comprehensive caregiver training, targeted interventions for specific challenges, and collaboration between stakeholders to create supportive environments for learners with cerebral palsy using AT. This study contributes to bridging gaps in existing research, aligning with Uganda's commitment to inclusive education and lifelong learning.