ASSISTIVE TECHNOLOGY DEVICES AND TEACHERS’ ATTITUDE AS CORRELATES OF SCHOOL ADJUSTMENT OF SECONDARY SCHOOL STUDENTS WITH VISUAL IMPAIRMENT IN OYO STATE, NIGERIA
Abstract
This paper takes a look into assistive-technology devices and teachers’ attitude as correlate of school adjustment of secondary school students with visual impairment in Oyo State. The study aimed at the identification of the relationship that exist among assistive-technology device, teachers’ attitude and school adjustment of secondary students with visual impairment, examine the joint contribution of assistive-technology device and teacher’s attitude to the school adjustment of secondary school students with visual impairment and investigate the relative contribution of the assistive-technology device and teachers’ attitude to the school adjustment of secondary school students with visual impairment. The study adopts the survey research design. The sample for the study comprise of 100 respondents with visual impairment including male and female students with total blindness and low vision. Questionnaire method was adopted in collecting data for this study. Pearson Product Moment Correlation (PPMC) was used to analyze the data collected from the field. The findings show that, assistive-technology device and teachers’ attitude has impact on the school adjustment of students with visual impairment. Teachers’ attitude and assistive-technology device have a significant positive effect on the school adjustment of students with visual impairment and the use of assistive-technology devices and teachers’ attitude are important predictors of school adjustment among students with visual impairment. The study recommends that, modern and sophisticated assistive-technology devices should be provided to schools so as to create an enabling environment for the school adjustment of student with visual impairment.
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