Technological Adaptations for Remote Learning in Ghanaian Primary Schools Serving Students with Visual Impairments: A Policy Analysis

Remote learning has become increasingly important for primary schools in Ghana serving students with visual impairments due to the increasing prevalence of digital devices and online resources. A systematic review of existing literature and a qualitative analysis of relevant policies were conducted. Case studies from Ghanaian schools and international guidelines on inclusive education were also reviewed. There is a notable lack of specific technological adaptations tailored to the needs of visually impaired students in Ghanaian school policies, with only a few schools implementing basic screen reader compatibility. The identified gaps suggest that current policy frameworks do not adequately address the unique educational challenges faced by visually impaired primary school students in Ghana. Recommendation is for policymakers to develop and implement targeted technological adaptations and inclusive policies, drawing from successful practices observed in South Africa and globally. Remote Learning, Inclusivity, Policy Analysis, Visual Impairments, Ghanaian Schools