In 2020 when Covid19 struck, about 89% of the world's students were affected by the school shutdown and 24 million of these students are likely to drop out of school (UNESCO, 2020). Further report by UNESCO (2020) expounded the migration of teaching and learning to online has disproportionately affected Student with Disability(SWDs), therefore they are least likely to benefit from online learning.

The challenge with the use of digital technologies is that students with disabilities, face several barriers accessing digital learning platforms. According to Fichten, Olenik-Shemesh, Asuncion, Jorgensen & Colwell (2020) there is a stark incompatibility between software used by universities and the students as a result, most websites for learning are inaccessible with student not knowing the use of these technologies. Even though much has improved in recent decades, there are still technological, structural and attitudinal characteristics that make it difficult for this SWDs to fully participate in society (Dirks, Bühler. Edler, Miesenberger& Heumader,2020)

 In Ghana, few studies conducted in higher education have focused on identifying physical barriers (Akoto et al., 2022; Odame et al., 2020; ) and socio-cultural barriers (Adom-Opare, 2022; Ocran, 2022) as the major contributors of barriers to education with no specific mention of the barriers to the use of classroom technology initiatives by student with hearing and visual impairment . In light of this, there is a need to investigate these barriers to inform policy and practice. This study, therefore, fills the gap in research by exploring the widely used classroom technology by students with hearing and visual impairment at the University of Ghana. The study focused on the following to achieve its goal.

What are the widely used digital technologies for visually impairment?

How are these technologies a barrier to students with visual impairment?

What support services are available to visually impaired for use

 This study was guided by transformative learning and life course theory. Merriam and Caffarella (1999) define transformative learning as “dramatic fundamental change in the way we see ourselves and the world in which we live”. It describes one’s learning transformation occurring as a result of a 10-stage process that begins with a “disorienting dilemma” which leads to self-examination, planning and some experimentation with new roles and ultimately reintegration. By this, learning is achieved through critical self-reflection on one’s experiencesThis is useful in explaining the changes coping strategies to the use of technology. The study thus draws on the concepts of Transition, Meaning Making and Critical Discourse to explain the changes students face and how they cope

Underpinning Philosophy: This study adopts an interpretivist paradigm, which views reality as relative and subjective (Schwant, 1994; Reason, 1996). Using snowball sampling, 30 students with different categories of hearing and visual impairments at the university of Ghana were sampled. Data was collected through in-depth interviews and observation and analysed thematically (Merriam,1998).

Thematic analysis revealed a variety of assistive technology available to students with visual impairment. Auditory-based technologies such as Read Aloud.Natural Reader Speechify.and computer magnifiers are used by students with visual impairment in their academic work. All students used (JAWS- Job Access with Speech), Non Visual Desktop Access (NVDA) and the university learning management(SAKAI) These findings show that assistive technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment. The education of students with visual need for technological infrastructure and pedagogical support.

Fichten, C., Olenik-Shemesh, D., Asuncion, J., Jorgensen, M., & Colwell, C. (2020). Higher education, information and communication technologies and students with disabilities: An overview of the current situation. Improving accessible digital practices in higher education: Challenges and new practices for inclusion, 21-44. Merriam, S B., Caffarella, R.S., & Baumgartner, L. (1999). Learning in adulthood. San Francisco, Jossey-Bass. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104. Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. The Jossey-Bass Higher and Adult Education Series. In ERIC. Jossey-Bass Publishers, 350 Sansome Way, San Francisco, CA 94104. Retrieved from https://eric.ed.gov/?id=ED448301 Miesenberger, K., Dirks, S., Bühler, C., & Heumader, P. (2022, July). Cognitive Disabilities and Accessibility: Introduction to the Special Thematic Session. In Computers Helping People with Special Needs: 18th International Conference, ICCHP-AAATE 2022, Lecco, Italy, July 11–15, 2022, Proceedings, Part I (pp. 409-416). Cham: Springer International Publishing. Reason, P. (1996). Reflections on the Purposes of Human Inquiry. Qualitative Inquiry, 2(1), 15–28. https://doi.org/10.1177/107780049600200103 Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. Handbook of qualitative research, 1(1994), 118-137. UNESCO. (2020, March 4). 290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response. Retrieved April 17, 2020, from UNESCO: https://en.unesco.org/news/290-million-students-out-school-due-covid-19unesco-releases-first-global-numbers-and-mobilizes