Öz
Kaynakça
- Adebisi, R. O. (2014). Using information and communication technology in teaching children with special needs in 21st century. JRSTME: Journal of Research in Science, Technology and Mathematics Education, 2(1), 129-138.
- Ajuwon, P. M., & Chitiyo, G. (2016). Survey of the use of assistive technology in schools in Enugu. Journal of the International Association of Special Education, 1, 4-13.
- An, F., Sharif, S., Wong, W. K., & Marriappan, M. (2014). Innovation of assistive technologies in special education: A review. IJERED: International Journal of Enhanced Research in Educational Development, 2(3), 25-38. Retrieved from www.erpublications.com.
- Coleman, M. (2011). Successful implementation of assistive technology to promote access to curriculum and instruction for students with physical disabilities. Journal of Assistive Technology and Physical Disabilities, 22(3), 2-22.
- El-Rufai, N. (2011, July 29). Why education can’t wait? This Day Newspaper. Retrieved from http://www.thisdaylive.com/articles/why-education-cant-t-wait/95888/
- Federal Republic of Nigeria (2004). National Policy on Education (4th edition). Abuja: NERDC
- Federal Republic of Nigeria (2015). National Policy on Special Education. Abuja: NERDC
- Maraizu, U. S. (2014). An assessment of assistive technology devices and services used at secondary school level in an urban Enugu, Nigeria, public school district. A published Ph.D Dissertation of Capella University. Retrieved from http://eric.ed.gov/?id=ED567248.
- Nsofor, C. C., & Bello, A. (2015). Emerging trends in educational technology. Ibadan: Emmi Pres.
- Omede, A. A. (2016). Assessment of special education service delivery: A global perspective. British Journal of Psychology Research, 4 (2), 43-53.
- Onivehu, A. O., Ohawuiro O. E., & Oyeniran B. J. (2017). Teachers’ attitude and competence in the use of assistive technologies in special needs schools. Acts Didactica Napocensia, 10(4), 21-32. https://doi.org/10.24193/adn.10.4.3
- Rowlands, T. (2015). The utilisation of assistive Technology to enhance education support for all learners in a mainstream school (PhD Thesis), University of South Africa.
- Shikden, A. G. (2015). A survey of teachers’ awareness and use of assistive technology in teaching children with special needs in north central Nigeria (Unpublished Thesis), Department of special education and rehabilitation sciences, Faculty of Education, University of Jos, Plateau State, Nigeria.
- UNICEF & WHO (2015). Assistive technology for children with disabilities: Creating opportunities for education, inclusion and participation. A discussion paper. Retrieved from http://www.unesdoc.unesco.org/disabilities
- United Nation (2016). Convention on the rights of persons with disabilities (CRPD). New York: United Nations.
- Word Health Organization (2011). World report on disability. Geneva: WHO. Retrieved from www.who.un.org
- Word Health Organization (2016). Priority assistive products list. Geneva: WHO. Retrieved from www.who.un.org
Teachers’ Perception and Factors Limiting the use of High-Tech Assistive Technology in Special Education Schools in North-West Nigeria
Öz
The study investigated teachers’ perception and factors limiting the use of high-tech assistive technologies resources in special education schools in North-West Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology.
Anahtar Kelimeler
assistive technology high-tech utilization perception special education limiting factors
Kaynakça
- Adebisi, R. O. (2014). Using information and communication technology in teaching children with special needs in 21st century. JRSTME: Journal of Research in Science, Technology and Mathematics Education, 2(1), 129-138.
- Ajuwon, P. M., & Chitiyo, G. (2016). Survey of the use of assistive technology in schools in Enugu. Journal of the International Association of Special Education, 1, 4-13.
- An, F., Sharif, S., Wong, W. K., & Marriappan, M. (2014). Innovation of assistive technologies in special education: A review. IJERED: International Journal of Enhanced Research in Educational Development, 2(3), 25-38. Retrieved from www.erpublications.com.
- Coleman, M. (2011). Successful implementation of assistive technology to promote access to curriculum and instruction for students with physical disabilities. Journal of Assistive Technology and Physical Disabilities, 22(3), 2-22.
- El-Rufai, N. (2011, July 29). Why education can’t wait? This Day Newspaper. Retrieved from http://www.thisdaylive.com/articles/why-education-cant-t-wait/95888/
- Federal Republic of Nigeria (2004). National Policy on Education (4th edition). Abuja: NERDC
- Federal Republic of Nigeria (2015). National Policy on Special Education. Abuja: NERDC
- Maraizu, U. S. (2014). An assessment of assistive technology devices and services used at secondary school level in an urban Enugu, Nigeria, public school district. A published Ph.D Dissertation of Capella University. Retrieved from http://eric.ed.gov/?id=ED567248.
- Nsofor, C. C., & Bello, A. (2015). Emerging trends in educational technology. Ibadan: Emmi Pres.
- Omede, A. A. (2016). Assessment of special education service delivery: A global perspective. British Journal of Psychology Research, 4 (2), 43-53.
- Onivehu, A. O., Ohawuiro O. E., & Oyeniran B. J. (2017). Teachers’ attitude and competence in the use of assistive technologies in special needs schools. Acts Didactica Napocensia, 10(4), 21-32. https://doi.org/10.24193/adn.10.4.3
- Rowlands, T. (2015). The utilisation of assistive Technology to enhance education support for all learners in a mainstream school (PhD Thesis), University of South Africa.
- Shikden, A. G. (2015). A survey of teachers’ awareness and use of assistive technology in teaching children with special needs in north central Nigeria (Unpublished Thesis), Department of special education and rehabilitation sciences, Faculty of Education, University of Jos, Plateau State, Nigeria.
- UNICEF & WHO (2015). Assistive technology for children with disabilities: Creating opportunities for education, inclusion and participation. A discussion paper. Retrieved from http://www.unesdoc.unesco.org/disabilities
- United Nation (2016). Convention on the rights of persons with disabilities (CRPD). New York: United Nations.
- Word Health Organization (2011). World report on disability. Geneva: WHO. Retrieved from www.who.un.org
- Word Health Organization (2016). Priority assistive products list. Geneva: WHO. Retrieved from www.who.un.org
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Mart 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 11 Sayı: 1 |