For decades, students with visual impairments have relied on Braille books for their education, including examinations. While effective, Braille materials come with significant challenges—bulky books, and limited accessibility. But at Likoni School for the Blind, a game-changing transformation is underway. 

With the introduction of Chromebooks for internal examinations, especially for the upper grades, students are experiencing a new level of independence, efficiency, and engagement. This initiative proves that technology can break barriers and make learning more inclusive. 

From Braille to Digital: A Student’s Perspective 

For many students at Likoni School for the Blind, transitioning from Braille to digital exams has been a breath of fresh air. The shift has eliminated some of the most frustrating aspects of traditional assessments, long waiting times for results and the physical burden of handling large volumes of Braille papers. 

“It is fun because you get to view your scores immediately after submitting the assessment,” shares one student. “You can also express yourself freely through the comment section. Unlike Braille, where you have to wait for the teacher to mark and give results later, this makes me feel more comfortable.” 

Another student emphasizes the convenience of digital exams, saying, “I prefer using a Chromebook because it eliminates the need to carry bulky Braille papers. I wish all books could be installed in the Chromebooks because they are so easy to use.” 

These responses highlight the power of assistive technology in fostering independence and confidence among students. 
 
Why Chromebooks? The School’s Perspective 

The decision to integrate Chromebooks into the examination process was driven by two key factors: ensuring that learners become proficient in using computers from an early age and reducing the financial burden of printing Braille papers for exams. 

Before rolling out this initiative, both students and teachers underwent training. Students learned keyboard navigation, using screen readers, accessing assignments, and submitting exams on Google Classroom. Teachers were trained in creating and distributing assessments, managing submissions, and grading exams digitally. 

The impact has been remarkable. Teachers have observed significant improvements in computer proficiency, reading speed, and overall academic performance. 

Despite the success of this transition, challenges remain. One major hurdle is the Chromebook’s inability to read Kiswahili fluently. The screen reader’s English-like accent makes it difficult for students to understand certain words. 

Another challenge is internet connectivity. Currently, Wi-Fi is accessible only within the computer lab or through portable Nokia Wi-Fi devices provided by inABLE. Without a school-wide internet connection, some students risk being left behind. 

“inABLE has provided trainers and portable internet, which has been a great help. However, we still need expanded internet access so that teachers can use Chromebooks in classrooms without limitations,” says Madam Amina Ndung’u, Deputy Headteacher at Likoni School for the Blind 

Additionally, not all students transition smoothly from Braille to digital learning. The school encourages a gradual shift, allowing students to blend both systems at their own pace. 

How Accessibility Features Are Making Learning Easier 

Chromebooks come equipped with built-in assistive technology features that support students with visual impairments. For example, the screen reader reads aloud everything on the screen, enabling students to navigate and understand content while the large mouse cursor is beneficial for low-vision students, making it easier to locate and select items on the screen. 

Teachers have embraced this shift, appreciating the convenience of Google Classroom, the elimination of paper-based exams, and the ability to store assessments digitally for future reference. 

The success of this program has sparked an important question: Will national exams in Kenya adopt this method soon? 

According to Madam Amina Ndung’u, the future of digital assessments is promising. “Last year, we piloted the Kenya Junior Secondary Education Assessment (KJSEA) using computers, and our students did well—apart from some accessibility issues in the exam format. The challenge is for schools without computer programs to catch up. But KNEC wants assessments done using computers.” 

This shift is inevitable. As more schools introduce assistive technology, national exam bodies must ensure accessible digital assessments for all visually impaired students. 

Likoni School for the Blind is proving that assistive technology can revolutionize education for students with visual impairments. With continued support, barriers to learning will continue to break down, empowering students with the digital skills they need to thrive. 

Indeed, the future of accessible education is digital. 

Written by Eunice Kilunga, Computer Instructor at Likoni School for the Blind and Lily Ronoh-Waweru, Strategic Communications Specialist