This study aimed at examining the influence of assistive technology on Kenya Certificate of Secondary Education (KCSE) performance for visually impaired students at Thika School for the Blind. The study objectives were to; examine the availability of assistive technology, to examine selection criteria for assistive technology, challenges faced by visually impaired students and teachers when using assistive technology, and the factors influencing use of assistive technology to boost KCES performance in Thika School for the Blind. Case study research design was used in organizing data collection in the research. The target population was 133 students and 10 teachers. The first sample comprised of 40 students was selected from form two and three while the second sample included 10 teachers. Out of the 40 students sampled, only 36 of them filled and returned questionnaires. All teachers accepted to take part in the study. Questionnaires and observation checklists were sent to teachers and student respondents for data collection. A coefficient of 0.7 was established when computing for reliability of instruments. Special Package Statistical Software (SPSS) was used to generate descriptive statistics data and summarised in tables. On the first objective, braille was the primary reading and writing modes used by many students to revise and do assignments. However, most recommended that computer and iPads were the most appropriate assistive that can help visually impaired students to learn and engage in other activities. Students demonstrated the need for assistive technologies that are easy to use and allows them to access various digital content xi formats. In the second objective, it was noted that nature of visual impairment, availability of assistive technology tools, and lesson objectives were the major factors considered when selecting assistive technology. The findings in the third objective indicates that inadequate computers and lack of computer literacy skills among students and teachers were the main challenges impending the usage of assistive technology at Thika School for the Blind. The fourth objective demonstrated that appropriate use of assistive technology can significantly improve KCSE performance among visually impaired students. It was concluded that, schools for visually impaired student in Kenya rely mainly on braille, slate & stylus but less on computers and iPads. Also, it was noted that such assistive technology tools are not utilised appropriately. Thus, the following recommendations were made to encourage effective provision and utilisation of assistive technology to boost KCSE performance. Firstly, it was recommended that the Ministry of Education Science and Technology (MoeST) should encourage usage of assistive technology and provide a variety of assistive technologies that enable students with different nature of visual impairment to access content and enjoy learning like their sighted counterparts. However, the assistive technology devices and tools supplied should be portable, easy to use, and faster to enable visually impaired students learn independently. Secondly, the study recommends that schools should consider personal differences among the visually impaired learners when selecting assistive technology. Nature of disabilities and lesson objectives should be considered as the main determinants of assistive technology chosen. Personal differences among students should also guide teachers when selecting assistive technology suitable for each student. Thirdly, MOE should provide enough computers and other forms of assistive technology to schools for visually impaired. Teacher training and development programs were also recommended because they can alleviate challenges impending the use of assistive technology in Thika School for the Blind. Fourthly, the study recommends that schools for visually impaired should focus on appropriate alignment between pedagogical drive and catalytic drive with assistive technology tools and devices to boost academic performance that would improve KCSE results. The researchers made three suggestions for future studies within the area of assistive technology. Firstly, research on strategies that can be implemented to promote quality access to curriculum. Secondly, research on the most appropriate instructional strategies that can be used to teach visually disabled students using assistive technology. Thirdly, study the role of the Kenyan government and the MoeST in the implementation of assistive technology in schools for the blind.

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