Thika School for the Blind

Key Impact Summary

Since 2009, inABLE’s partnership with Thika School for the Blind has expanded access to assistive technology and inclusive digital learning for learners who are blind or have low vision. Through accessible devices, coding, digital skills training, and teacher support, learners are gaining the confidence and skills to participate more independently in education and pursue future opportunities. The program has reached more than 5,000 learners, including 677 who currently participate in its activities.

About Thika School for the Blind

Thika Primary School for the Blind and Thika Senior School for the Blind are located in Thika Town, Kiambu County. The primary school was established in 1946 by the Salvation Army to support people who had lost their sight during World War II, while the senior school was established in 1967 to provide academic progression for learners with visual impairments.

Today, the two co-educational boarding institutions provide academic, vocational, life-skills, Braille, and assistive technology-supported education to approximately 882 learners who are blind or have low vision.

The inABLE Program at Thika

inABLE introduced the Assistive Technology Lab program at Thika Primary School for the Blind on 24 July 2009 and expanded the program to Thika Senior School for the Blind in 2010.

The program equips learners and teachers with access to assistive technology, desktop computers, Chromebooks, screen readers, screen magnifiers, digital learning tools, coding activities, and structured digital skills training.

Learners use these tools for research, assignments, digital assessments, writing, communication, collaboration, online learning, classroom participation, and independent learning.

What Learners Gain

• Basic computer skills, keyboarding, and touch-typing.
• Internet research, email, and digital communication.
• Google Workspace tools, including Docs, Sheets, Drive, Gmail, and Meet.
• Screen reader navigation using NVDA, ChromeVox, and VoiceOver.
• Screen magnification and other accessibility features.
• Digital assessments, online learning, and classroom-based learning.
• Coding, HTML, CSS, Scratch, visual programming, and LEGO-based coding activities.

How the Program Is Improving Learning

The program supports learners from Grade 1 to Grade 10 under the Competency-Based Education curriculum, with plans to proceed to Grade 12 in the coming years. It also supports learners in pre-vocational, vocational, foundation, and intermediate pathways under the stage-based curriculum.

Digital skills are integrated into regular learning through research, projects, assessments, soft-copy notes, online classes, and Chromebook-supported classroom lessons.

Coding classes began in 2020 and currently support learners in Grades 5–9 through the Pre-Technical Studies learning area.

Assistive technologies such as screen readers, screen magnifiers, closed captions, and transcripts help learners access information more independently and reduce barriers to participation.

Program Reach and Measurable Impact

The inABLE program at Thika has grown from an introductory computer training initiative into a long-term inclusive education model that supports learners, teachers, and the broader school community.

• More than 5,000 learners have participated since the program began.
• 677 learners currently participate in the program.
• 82 teachers are currently supported.
• 95 desktop computers and 341 Chromebooks have been deployed.
• Approximately 90 digital skills training hours are delivered each month.
• Approximately 24 coding hours are delivered each month.

Summary of Key Results

The inABLE program at Thika School is strengthening digital inclusion for learners who are blind or have low vision by improving access to assistive technology, digital learning tools, computer-based assessments, and teacher support.

Key results include:

• Stronger digital skills: Learners and teachers are using Google Workspace tools such as Docs, Sheets, Drive, Gmail, and Meet for communication, collaboration, classroom work, and information management.
• Greater independence and participation: Learners are becoming more confident and independent in accessing information, completing assignments, participating in class, and communicating digitally.
• Improved assessment and support: Computer-based assessments help identify individual assistive technology needs while strengthening learners’ digital literacy and confidence.
• Better access to learning materials: Accessible digital devices and tools are helping learners engage with classroom content more effectively.
• Stronger teacher capacity: Teachers are better equipped to support learners using assistive technology and inclusive digital learning approaches.

Why This Program Matters

• Improved digital learning and assessment: The institution has experienced an estimated 80% improvement in the use of computers for learner assessment and digital learning activities.
• Increased adoption of Google Workspace: There has been an estimated 75% increase in the use of Google Workspace tools for teaching, learning, communication, and collaboration.
• Improved capacity to support learners with assistive technology: The institution has experienced an estimated 85% improvement in staff capacity and confidence in using assistive technology and digital tools, resulting in greater learner participation, independence, and access to educational content.

Beyond the Classroom

The program’s impact extends beyond computer lessons. Learners are gaining skills that can support higher education, vocational training, employment, creative work, leadership, and entrepreneurship. For example, Edwin Umalama participated in the program in both primary and high school and is now involved in digital content creation and music.