Information Communication Technologies (ICT) are growing in availability and use. They are gradually being introduced to support various educational initiatives in schools with focus on communication. Information Communication Technology offers a potential to support lifelong learning for all groups of learners including those who have special educational needs. However, with the great emphasis placed on the importance of ICT in schools, little is known about the perception of learners with visual impairment towards the use of the new technologies in Kenya. The findings are significant for it will inform the policy makers in education on the ICT needs of learners with VI. The objective of the study was to find out leaners related factors that influence access to ICT in special primary schools for visually impaired in Kenya. The study adopted descriptive survey method. The study targeted 3 public primary schools for learners with visual impairment and 750 learners in Kiambu, Meru and Mombasa counties. Purposive sampling, stratified random sampling and simple random sampling were used in drawing the samples. The samples consisted of 3 primary schools for learners with VI and 75 learners. Data collection instruments were questionnaires. Content validity was determined by seeking expert review. Split-half test of reliability was used to establish the reliability of the instruments. A correlation co-efficient of 0.75 was achieved. Quantitative data were analyzed using descriptive statistics. The study found that ICT enjoyed full support from learners with VI. It was seen as an essential tool in supporting education for learners with (VI). Learners concentrated during learning when using personal computers and they could learn more through incidental learning when using them. The study therefore recommended that the government through the ministry of education to provide more adapted computers and other relevant ICT materials to schools for learners with VI as they roll out the ambitious laptop campaign for standard one pupils in public primary schools to make them benefit from global knowledge thus making more included in the society.