The increasing provision of Web-based information resources has moved from a
simple text interface to dynamic and interactive designs. While this move has
provided people with a more creative and flexible experience, there are dangers
that some people will be excluded because they cannot use standard methods of
access. In this light, this study came timely to explore the challenges that
students with visual impairment faced in accessing electronic information
resources. Technological, institutional and personal factors were examined
closely to find out their related challenges in accessing e-resources by students
with visual impairment. The study’s specific objectives were; to examine factors
that affect information seeking by students with visual impairment, to identify
the challenges that students with visual impairment face in accessing e-resources,
to find out how the use of adaptive technology affect students with visual
impairment in accessing e-resources and to describe the training offered to
students with visual impairment in accessing e-resources. The experiential
learning theory proposed by Carl Rogers in 1986 was used. The study adopted a
descriptive survey research design to describe the challenges that students with
visual impairment faced in accessing electronic information resources. The study
was carried out at Kenyatta University Post Modern Library. The population
comprised of 80 students and 5 staff members. The sample consisted of all the
total population. Questionnaires were used to collect data from the students
while personal interviews were conducted for the staff. A pilot study was
conducted before the actual study to pretest the tools thus ensuring their
reliability and validity. The data collected was analyzed using both quantitative
and qualitative methods. For Quantitative methods, descriptive statistics was
used. Specifically, Statistical Package for Social Sciences (SPSS) was used to
generate frequencies and percentages. After data analysis; tables, graphs and
charts were used to present quantitative data while qualitative data was presented
in textual mode. The study established that most of the students were not able to
retrieve and use e-resources though their own efforts, most students with visual
impairment used other students to read for them, more than half of the students
found it difficult to use e-resources, more than half of the students had not
received any user education on how to access e-resources and that staff serving
users with visual impairment had average skills in assistive technology (AT).
The study concluded that: students with visual impairments lacked independence
in using e-resources, assistive technology is a key aspect in the access of eresources
by users with visual challenges and that literacy levels in AT and eresource
for students and staff is a key challenge. The study recommended
library management to encourage independence of learners through equipping
them with self reliant skills like information literacy and AT skills, Organize
training and induction forums for staff and students on AT and e-resources and
provide adequate AT devices. Further research was also highly recommended.