Strengthening ICT Integration at St. Lucy’s School for the Blind

At St. Lucy’s School for the Blind in Meru County, technology is becoming an increasingly important part of how students learn. Computers, digital resources, and tools such as Google Classroom are helping teachers explore new ways of delivering lessons and supporting students with different learning needs. 

On 9 September 2026, Meru County Education Standards and Quality Assurance Officers, led by Mr. Kennedy Otiende, visited the school to assess the implementation of the Competency-Based Education (CBE) curriculum and the school’s overall preparedness. The team also reviewed the school’s ICT laboratory and how technology is being integrated into classroom instruction. 

The visit highlighted ICT integration as one of the school’s strongest areas, supported by the availability of computing devices, digital learning resources, and the work of inABLE instructors. 

Building teacher confidence with technology 

While the progress was encouraging, the assessment also highlighted an important area for continued support. A few teachers are still developing their confidence and competence in integrating ICT into their teaching. 

For St. Lucy’s, this presented an opportunity to strengthen the skills of the entire teaching team and ensure that the benefits of technology extend across classrooms. 

In response, the school has begun a one-month Individualised Education Programme (IEP) for 11 teachers, bringing together both experienced staff and newly joined educators. The programme focuses on practical ICT integration and the Google Workspace ecosystem, with particular attention to Google Classroom. 

Through the training, teachers are learning how digital tools can support lesson preparation, classroom instruction, assignments, and communication with students. 

From digital tools to better learning 

The programme is designed to move beyond simply teaching teachers how to use technology. Its focus is on helping them understand how digital tools can enhance the learning experience for students. 

Teachers are being equipped to use technology to make classroom learning more interactive and engaging, prepare professional lesson plans and learning materials, and use digital resources to provide more individualised support. 

For students at a school for the blind, this can be particularly important. Access to a range of digital learning resources can create additional ways to engage with information and participate in classroom activities, alongside the appropriate accessibility tools and support. 

As teachers become more confident with these tools, they will be better positioned to connect students to a wider range of learning materials and provide targeted digital support based on individual needs. 

Strengthening an inclusive digital learning environment 

The work at St. Lucy’s also reflects an important principle of technology integration: devices alone do not transform learning. Teachers need the skills and confidence to use them meaningfully, while students need appropriate support to benefit from the technology available to them. 

The one-month IEP is therefore an important step towards strengthening the school's digital learning environment. By building the capacity of teachers, the programme can help ensure that ICT becomes a more consistent part of classroom instruction rather than remaining the responsibility of a few confident users. 

The school has also been encouraged to make greater use of its physical learning environment, including school walls, to display educational content and learning resources. Together with ICT integration, these approaches can contribute to a richer and more engaging learning environment. 

For inABLE, supporting teachers is an essential part of advancing digital inclusion in schools for students who are blind or have low vision. When teachers have the knowledge and confidence to integrate technology into their teaching, they can create more opportunities for students to access information, develop digital skills and participate more independently in learning. 

At St. Lucy’s, the journey continues. The focus is not simply on introducing more technology, but on ensuring that teachers and students have the skills, resources and support needed to use it meaningfully. 

Written by Douglas Omweba, Lead inABLE Instructor, St. Lucy’s School for the Blind, Meru