Integration of assistive technology in instruction for learners with disabilities in inclusive secondary schools in Central Senatorial District Kaduna State, Nigeria
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Date
2016-11
Authors
Abdullahi, Jimada
Journal Title
Journal ISSN
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Abstract
Learners with disabilities (LWDs) in inclusive Education (IE) settings need access to
quality education just like their able peers. Accessing quality instruction is a major step
to the success of their education, their independence as well achieving quality IE. This
study critically examined the integration of Assistive Technology (AT) in support of
instruction of LWDs. The study restricted itself to the education of Learners with
visual challenges, hearing impaired and mobility impaired in secondary schools in
Nigeria, with a focus on integration of (AT) and instructional technique that would
address the problem of these students in accessing information for their education This
study was based on the following objectives: To establish government policy to
guarantee quality instructions for LWDs in IE set up in Nigeria, to ascertain the
availability of the ATs for teaching the LWDs in IE schools in Nigeria, to establish
ways in which the teachers in the IE schools design and conduct their instructions to
ensure LWDs learn effectively, To establish how teachers use AT for instruction of
LWDs; To find out challenges facing teachers when using ATs for instruction and to
assess the attitude of teachers towards integration of AT in teaching LWDs in IE
schools. It was envisaged that the findings, recommendations and the suggestions of
this study will be valuable 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 results of this research are also expected to offer teachers with special
knowledge on the integration of the AT in their teaching. It is also expected that the
study will enlighten other stake holders in the field of education on LWDs including
sponsors on the assistance they would give to enhance the education of LWDs. The
study adopted the survey research design. The location of this study was 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. Data for this study was gathered using questionnaires, observation schedule,
check lists, interview and documentary analysis guides. A pilot study was carried out
before the real data collection to ensure that the instruments effectively gathered the
required information for the study. The quantitative and qualitative data generated
were analyzed using Statistical Packages for Social Sciences (SPSS) version 17.0. The
analyzed data was then presented in form of frequency tables, charts and graphs. The
research found that the disabilities law only spelt out real meaning of the idea of
equalizing learning opportunities for all children in spite of their disabilities without
particularly taking into account the nature of environmental requirement and terms of
ATs services for each student's disability; The study established that ATs were not
adequate to take care of the need of LWDs in the IE classrooms and school
environment in Kaduna State Nigeria is not conducive for LWDs; The study also found
out that the teachers were using lecture methods to teach LWDs. Also the study further
found out that blind and visually impaired learners did not take mathematics due to
lack of special methods or skills in teaching mathematics by their teachers, as well as
lack of ATs resources in the schools. It was further found out that teachers lacked of
skills to use AT. Among other recommendations the study recommended that teachers
of learners with disabilities should undergo teacher professional development and that
AT resources should be provided in all schools.
Description
A research thesis submitted in fulfillment of the
requirements for award of the Degree of Doctor of
Philosophy in the school of education Kenyatta
University