Access to specialized Information and Communication Technology (ICT) application services remains a critical determinant of academic equity for visually challenged students (VCS) in higher education. This paper reports on an accessibility audit of ICT application services available to visually challenged students at two Kenyan public universities, Kenyatta University and Maseno University, drawing on primary data collected through structured interviews, questionnaires, and observation guides administered to 54 VCS, 10 lecturers, 4 ICT experts, 4 student guides, and 2 senior administrators. The study systematically catalogues the range of assistive technology applications in use, assesses their adequacy against internationally recognized usability standards (Nielsen, 1993; Schneiderman & Plaisant, 2004), and benchmarks provision against the normative aspirations of Kenya Vision 2030 and the Persons with Disabilities Act (2003). Findings reveal a heavy reliance on legacy Braille-based modalities, constrained deployment of screen-reader software (JAWS, NVDA), and near-absence of web-accessible learning management systems. The paper contributes an evidence-based ICT services taxonomy for VCS in Sub-Saharan African university contexts and proposes a five-tier accessibility roadmap for institutional adoption.
E. M. Savatia (Mon,) studied this question.
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