One Teacher. Many Barriers. Unlimited Possibilities: Olivia’s Journey to Independence

When Olivia Achieng Odhiambo walks into her classroom at St. Oda School for the Blind, she carries with her a story of determination, perseverance and possibility. Born in 1987 as the second-born in a family of four, Olivia lost her sight at the age of seven after contracting polio. The illness left her hospitalised for more than six months and affected her vision, speech and mobility. 

Her journey through education would challenge many of the assumptions people held about what she could achieve. But one teacher saw potential where others saw limitations, setting Olivia on a path that would eventually lead her to become a teacher, mentor and champion for accessible technology. 

When one teacher saw possibility 

After her recovery, Olivia was initially recommended for placement at Joyland School for the Physically Impaired in Nairobi. Following an assessment of her needs, she was transferred to Kibos School for the Blind, where she faced another significant barrier. Because she had limited use of one hand and difficulties with motor coordination, some teachers believed she would not be able to learn Braille effectively. 

She was recommended for a special class where students primarily learned activities of daily living. But one teacher was unwilling to make assumptions about Olivia's potential. Instead, the teacher introduced her to peg balls, a tool used to teach the basics of Braille. Within two days, Olivia was outperforming students who had been in the class much longer. She was then introduced to the slate and stylus and, within a month, could write her name independently. 

A few months later, she was accelerated to Grade One. Olivia went on to become the top student in her class from Grade One through Grade Seven. Her strong performance in the Kenya Certificate of Primary Education examination earned her admission to Thika High School for the Blind. That early experience shaped the way Olivia approached the challenges that followed. 

“I have always had to find my own way of doing things. When something was difficult for me, I wanted to find a way that would work,” she shares. 
 
High school brought new challenges. While most students used Braille machines for taking notes, Olivia relied on a slate and stylus, using one hand to write and read. The process was slower, and keeping up with dictated notes was difficult. She adapted by developing an exceptional memory and relying heavily on memorisation throughout secondary school. Her resilience enabled her to achieve strong results and proceed to Asumbi Teachers Training College. 

Finding independence through technology 

At Asumbi Teachers Training College, Olivia encountered computers for the first time. The college used desktop computers equipped with NVDA screen-reading software, giving her a new way to access information. However, many computer functions required combinations of keys that were difficult for her to use because of her physical limitations. Once again, she had to find ways to work around technology that was not necessarily designed with her needs in mind. 

After completing her teacher training, Olivia joined the Teachers Service Commission and began her teaching career. Technology became even more important when her brother introduced her to a smartphone equipped with TalkBack, a screen reader that enables people who are blind or have low vision to navigate digital devices through spoken feedback. 

She later strengthened her digital skills at the inABLE Assistive Computer Lab at St. Oda School for the Blind. Through training and regular practice, she learned to use accessibility features and digital tools that have become an important part of her professional and personal life. 

“When I started using the phone, I realised that technology could give me greater independence. I could access information and do things for myself instead of always depending on someone else,” she says. 

Today, Olivia uses technology to prepare teaching materials, record lessons, and deliver content to her students. She also supports fellow teachers by helping them optimise screen-reader settings and identify devices that work effectively with accessibility features. 

From technology user to technology champion 

Olivia's experience has also given her a deeper understanding of why accessible technology must respond to people's different needs. Although she has become highly proficient with digital tools, using some devices remains challenging because she can comfortably use only one hand and has limited motor coordination in some fingers. 

The introduction of the Chromebook Project at St. Oda School for the Blind has created new opportunities for integrating technology into teaching and learning. Olivia believes that accessible on-screen keyboards compatible with screen readers could make the devices easier for people with similar physical disabilities to use. 

Her experience highlights an important lesson: providing technology is not enough. Technology must also be designed and adapted to accommodate the diverse ways people interact with it. 

“Technology has changed what I believe is possible. I want to see more innovations that consider people with different disabilities from the beginning, so that we can work and learn with greater independence,” Olivia affirms. 

Olivia's journey began with a teacher who chose to give her an opportunity to prove what she could do. Years later, she is using that same spirit to help others navigate technology and discover greater independence. 

Written by Shadrack Otieno, inABLE Computer Instructor at St. Oda School for the Visually Impaired