INCLUSIVE EDUCATION AND THE USAGE OF ASSISTIVE TECHNOLOGY IN PUBLIC SECONDARY SCHOOL

Abstract

This study examined assistive technology as predictors towards achievement of inclusive education in secondary school in Ijebu-Ode Local Government Area of Ogun State. Two research questions and one hypothesis guided the study. A correlation research design was adopted. The sample size of the study was 105 teachers in Adeola Odutola College, Ijebu-Ode. Researcher self-developed questionnaire titled: Inclusive Education and Assistive Technology Questionnaire (IEATQ) was used for data collection with 96.2% as reliability coefficient. Descriptive statistics of mean, standard deviation and pie-chart were used for answering and presenting data on research questions 1 and 2. Research question 3 was analysed using inferential statistics of PPMC. The findings of the study revealed that wrong perception on the use of assistive technology, infrastructural issues, teachers’ incompetence in ICT usage, teachers’ low awareness were among the challenges facing adoption of assistive technology in achieving inclusive classroom in secondary school. Remove barrier to education, promotes equality of education and instruction to the students, leverage equal access to instruction delivery opportunities were among the role of assistive technology in achieving inclusive education in secondary school. There was relationship between the explanatory variable and the dependent variable in the order of (r = 0.620, P<.05). About 62% increases in inclusive education could be attributed towards adoption of assistive technology. The study concluded that there is no doubt that inclusive education is impossible without the employment and utilization of assistive technology. Government and NGO should collaborate to equip secondary school with Assistive technology software.