Teachers’ Perception and Factors Limiting the use of High-Tech Assistive Technology in Special Education Schools in North-West Nigeria

Abstract

The study investigated teachers' perception and factors limiting the use of high-tech assistive technologies resources in special education schools in NorthWest Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology.

Technology inclusion for students living with disabilities through collaborative online learning during and beyond a pandemic

“…HEIs should ensure that AT are readily available for students living with disabilities and that it matches with the standards for international collaboration. Notably, AT is made up of rehabilitative, assistive and adaptive technologies, as well as associated services, which are explicitly made or modified to serve as practical support for students living with disabilities (Chukwuemeka & Samaila, 2020). Similarly, Beelen and Jones (2015) contend that the availability of assistive technology like iPods, IPads and computers may be referred to as an internationalisation at-home activity that supports the unfolding of international perspectives in the curriculum for students living with disabilities.…”

Metaphoric perceptions of special education pre-service teachers regarding assistive technology

“…Technologies used by individuals with special needs are generally referred to as assistive technology (AT) in the literature. AT is an umbrella term that relates to the products, tools, and services used by individuals with special needs (Abu-Alghayth, 2020;Anna, Sharif, Wong & Marriappan, 2014;Chukwuemeka & Samaila, 2020;Coleman, Cramer, Park & Bell, 2015;Dominic, Chukwuemeka & Babatunde, 2020). AT help individuals with special needs overcome the difficulties they may encounter in social life and provide opportunities to use their existing skills and capacities at the highest level (Mordini et al, 2018;Pettersson & Fahlström, 2010).…”

“…In this direction, to see the use cases of technologysupported applications, which is one of the scientifically based applications in the field of special education, how they are used, what the problems are, and whether they lead to efficient and effective results in the literature, the opinions, attitudes, needs and metaphoric perceptions of special education teachers and/or pre-service teachers regarding the use of AT should be obtained. In the literature, various studies are dealing with attitudes of special education teachers and pre-service teachers towards assistive technologies and their use (e.g., Alanazi, 2019;Alhossein & Aldawood, 2017;Aslan, 2018;Murugaiyan & Arulsamy, 2013;Onivehu et al, 2017;Sakallı Demirok, Haksız & Nuri, 2019), their adaptation (e.g., Van Laarhoven & Conderman, 2011), perceptions (e.g., Chukwuemeka & Samaila, 2020;Flanagan, Bouck & Richardson, 2013;Lamond & Cunningham, 2020;Nordström, Nilsson, Gustafson & Svensson, 2018;Pogrund & Smith, 2012), opinions (e.g., Ajuwon, Meeks, Griffin-Shirley & Okungu, 2016;Demirkıran, 2005;Demirok, Gunduz, Yergazina, Maydangalieva & Ryazanova, 2019;Özdamar, 2016;Özgüç Sola & Cavkaytar, 2011;Yıkmış & Tekinarslan, 2005), difficulties in using technology (e.g., Atanga et al, 2020;Wong & Cohen, 2015), and their competencies (e.g., Siu & Morash, 2014;Zhou, Parker, Smith & Griffin-Shirley, 2011).…”

Use of mobile technology in the development of cognitive skills of high school students with special educational needs

“…Consequently, the scientific community encourages teachers to modify their practices towards a quality professional practice by incorporating mobile technology in classrooms. This will provide opportunities to deepen the current knowledge and to theorize its pedagogical advantages in special education (Chukwuemeka & Samaila, 2020;Moreno, 2020).…”