Integration of assistive technology in instruction for learners with disabilities in inclusive Secondary Schools: The case of central senatorial District Kaduna State, Nigeria
Learners with disabilities (LWDs) in inclusive Education settings need access to quality education just like their able peers. Accessing quality instruction is a major step to success of their education, their independence as well achieving quality I E. This study critically examined the integration of ATs in support of instructions of LWDs. The study restricted itself to the education of LWDs that is visually challenged, hearing impaired and mobility impaired in secondary schools in Nigeria, with focus on integration of assistive technology (AT) and instructional technique that would assist the learners with disabilities acquire quality education. Specifically the was guided by the following objectives: To establish government policies that are in place to guarantee quality instructions for learners with disabilities in inclusive secondary schools set up in Nigeria, to ascertain the availability of the ATs for teaching the LWDs in inclusive secondary schools in Nigeria, to establish ways in which the teachers in the inclusive secondary schools design and conduct their instructions to ensure the LWDs learn effectively, To assess the attitude of teachers towards integration of AT in teaching LWDs in inclusive secondary schools. It was envisaged that the findings, recommendations and the suggestions of this study will be beneficial to the ministry of education and the Nigerian government in general in decision making in terms of policy and budgeting in the areas of provision of appropriate assistive technology for LWDs in inclusive secondary education. The findings of the study were also expected to provide the teachers with special knowledge in the integration of the AT in their teaching. It was also expected that the study enlighten other stake holders in the field of special education including sponsors on types of assistance they would give to enhance the education of the LWDs. Further, the findings of this study would add to the already existing literature in the field of education of LWDs. The research adopted the descriptive survey design. The location of this study was in the Central Senatorial District of Kaduna State of Nigeria. A sample of 16 schools, 120 students, 340 teachers, 16 resource center personnel and 16 school principals were selected for the study. The data for study were gathered through the use of questionnaires, observation schedule, check lists, interview and documentary analysis guide. Pilot study was carried out before the real data collection to ensure that the instruments effectively and precisely gathered the required information for the study. Data was collected in both quantitative and qualitative and was analyzed using Statistical Packages for Social Sciences (SPSS) version 17.0. Quantitative data was coded, keyed into the computer and while qualitative data was first organized and categorized into themes, then coded, and keyed into the computer and run for descriptive analysis based on the objectives of the study. The analyzed data was offered in form of frequency tables, charts and percentages. Major findings of the study were that: Even though that the governments of Nigeria have laws governing LWDs in secondary schools. The research found that the laws only spelt out real meaning of the idea of equalizing educational opportunities for all children in regardless of their disabilities without particularly taking into account the nature of environmental requirement and terms of services for each student’s disability; The study established that ATs were not adequate to take care of the need of LWDs in inclusive classroom and also the study found that school environment is not conducive for LWDs; The study found that the teachers were using lecture methods to teach their lesson verbally when teaching LWDs. Also the study found out blind and visually impaired do not offered mathematics due to lack of skills by the teachers on how to teach the students LWDs, as well as lack of ATs in the schools and lack of skills by the teachers to use AT. Finally appropriate recommendations and suggestion for further study were made.
- OGR-School of Education