You have no items in your shopping cart.
ABSTRACT
The aim of this study was to assess the level of utilization of assistive technology among special education teachers in public senior secondary schools in Oredo Local Government of Oredo Local Government, Edo State. Surey research design was adopted and a total of 50 questionnaires were administered to special education teachers in public senior secondary schools.
The findings from the study revealed that a majority of the special education teachers possessed a high level of competency on using assistive technological tools, indicating a good understanding of their potential benefits for students with disabilities. However, despite this competency, only a moderate majority reported frequent use of assistive technological tools in their teaching.
The study found no significant difference in assistive technological tools use based on teacher’s educational qualification or teaching experience. This suggests that factors beyond these two aspects may be hindering the practical application of assistive technology tools in the classroom. This findings highlight a potential gap between teachers’ knowledge and their utilization of assistive technological tools. Further investigation is needed to explore the reasons behind this gap and identify strategies to bridge it. The study emphasizes the importance of targeted professional development programs to equip teachers with the necessary skills and confidence to integrate assistive technological tools into their teaching practice, ultimately improving the learning experience for students with disabilities.
