Background: One area of concern with successful implementation of the inclusive school system in Kenya was assessment of the adequacy of vision function for task performance by learners with low vision in inclusive schools.

Objective: This study aimed at investigating the association between vision function of low vision learners attending inclusive schools in Kakamega County and task performance.

Methods: A census survey identified 21 learners with low vision who had been assessed and placed in 11 primary public inclusive schools in Kakamega County, out of whom 19 (90.5%) were assessed. Participants underwent standard low vision assessment tests and were guided to respond to the LV Prasad Functional Vision Questionnaire. Data was analyzed using inferential statistics and presented using tables.

Results: The best recorded visual acuity was 0.33 decimal notation at far and 0.02 and 0.01 in the right eye and the left eye respectively at near. The vast majority, 94.7%, had reduction in stereopsis, while 42.1% had defects in colour vision, 20% reduced contrast sensitivity and 15.8% had visual field impairment within the central 20 degrees. This resulted in poor performance in the activities of daily living among the participants, which included difficulty in participation in sports and games (78.9%), reading (89.5%) and orientation and mobility (57.9%).

Conclusion: The quality of vision function significantly affects task performance of learners with low vision attending inclusive schools in Kakamega, Kenya.

Contribution
Findings of this study elicited relevant information that would inform policy towards improving the vision-related components and needs that will address the increasing dropout rate of learners with low vision from mainstream schools.