Abstract This study examined the impact of assistive technology (AT) on the learning experiences and outcomes of learners with disabilities (LWD) in technical and vocational education and training (TVET) institutions in Coastal Kenya. Guided by the Social Model of Disability and the Technology Acceptance Model (TAM), the research adopted a qualitative design combining descriptive and phenomenological approaches. Data from 55 participants were collected through focus group discussions and key informant interviews and analyzed thematically. Findings revealed that AT enhanced engagement, comprehension, participation, and emotional well-being among learners with hearing, visual, and physical impairments. Tools such as sign language software, screen readers, captioned video content, and body movement aids improved confidence, independence, and vocational skills, contributing to an increase in pass rates. However, stigma, device costs, limited infrastructure, and trainer capacity constrained effectiveness. The study concludes that expanding equitable access, embedding AT in curricula, and strengthening institutional support are critical for sustainable inclusive education.
Malechwanzi et al. (Wed,) studied this question.