Assessing the Adoption of Software Solutions in Improving Access to Quality Education for Persons with Disabilities in Zimbabwe: A Case Study of Jairos Jiri Association, Zimbabwe

Abstract

This study explored how software solutions are being utilized in an educational context by persons living with disabilities (PWDs). It focused on the factors that influence their adoption and how users of these tools perceive their effectiveness in enhancing access to quality education based on software attributes. The study was prompted by the realization of how Information Communication Technology (ICT) has gained massive popularity in all disciplines of life globally and particularly how it has had a great positive impact on education globally. The interest grew upon PWDs because technology is meant to be an assistive tool that enhances efficiency in our daily tasks, and the need for that assistance is even greater for individuals with special needs. This study drew from existing literature on the impact of educational technologies globally and how they are being utilized in their specific context. This research was carried out in order to address how software solutions are being utilized in a Zimbabwean context and to assess the effectiveness of these technologies. The study employed a mixed-methods approach to gain a holistic understanding of the impact of these tools and the experiences of the users. The research revealed that while technology is being used to support PWDs in education, its effectiveness is impacted by a range of factors, including usability, accessibility, and infrastructural limitations. User perceptions, particularly from students, highlight the importance of considering these factors in technology implementation. The study emphasizes the need for collaborative efforts from educators, developers, and policymakers to create inclusive and effective technology solutions. Recommendations include prioritizing user-centered design, providing adequate training, and addressing systemic barriers to ensure equitable access and positive educational outcomes for PWDs.