A SURVEY OF TEACHERS AWARENESS AND USE OF ASSISTIVE TECHNOLOGY IN TEACHING CHILDREN WITH SPECIAL NEEDS IN NORTH CENTRAL NIGERIA

Abstract

The purpose of the study was to find out teachers’ awareness and use of assistive technology in teaching children with special needs in North Central Nigeria. The objective of the study was to find out teachers’ competence in assistive technology devices. Six research questions and four hypotheses guided the study. A cross sectional survey research design was adopted for the study and the population for the study was made up of all regular and special education teachers teaching children with special needs in the seven states that make up the North Central Zone. Using the stratified random sampling technique, a sample of 450 teachers was selected from four states out of the 792 teachers teaching persons with special needs in the zone to participate in the study. Four instruments developed by the researcher were used to collect the data to answer the six research questions and test the four hypotheses raised. Two of the instruments centered on teachers’ assistive technology awareness and competency while the remaining two were observation schedules to check the availability of the devices and teachers competence in using them. Data for the research was collected through the administration of the questionnaires and observation of teachers teaching using some of the assistive technology devices in their schools. Research questions were answered using simple percentage and mean scores. Hypotheses one and four were tested using the t-test for related sample while hypothesis three was tested using ANOVA at 0.05 level of significance. The models correlation and t- test were estimated using the estimated likelihood method of Statistical Package for Social Sciences (SPSS) version 22. The results of the study revealed that majority (59%) of the teachers were aware of assistive technology devices while (41%) reported that they were not. Teachers claimed that they use assistive technology devices but majority (69%) of them reported that they are not competent in using them. The devices were found to be grossly inadequate in almost all the schools. Teachers were also faced with many problems like lack of training, lack of competency and lack of devices, among others, that hinder them from effectively using assistive technology devices while teaching children with special needs. No significant difference was found between the assistive technology awareness of teachers in regular and special schools. Similarly, this research discovered that there was a significant difference in the provision of assistive technology devices between schools located in urban and those in rural areas. Based on these findings, the researcher concluded that though majority of the teachers in North Central Zone were aware of assistive technology devices, they lacked competence in their use. The implication of these findings is the need for teacher training institutions to begin to include assistive technology in their teacher training programme and government and voluntary

organizations to provide these devices for teachers and students to use in their classes.

 

 

 

CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND TO THE STUDY

The Nigerian school system, particularly the primary and secondary schools, has undergone some changes due to the adoption of the policy of inclusive education. This means more students with special education needs who were educated in separate classrooms or schools are now educated in the same class with other children that do not have any special education need. The special and regular teachers are vested with the responsibility of making the curriculum accessible to the children with special education needs; this they do by adopting different tools and devices. These tools and devices are broadly referred to as assistive technology. The broad term ―assistive technology‖ is used to describe a variety of devices and services that help ensure that students with disabilities are included in a full range of social experiences and are able to function more independently, thus improving their quality of life. Examples of these devices include Braille machine, wheel chair, electronic communication devices, pencil grip and computers. Assistive technology devices can reduce barriers in the environment, enhance ability to communicate and also improve independence. It enhances the educational attainment of persons with disabilities which helps them gain employment and become contributors in the

development of the society instead of begging on the streets. This implies that without these devices, learning for children with special needs becomes a big problem.

The utilization of these devices by students depends to a large extent on how teachers use them in their class to teach. The National Policy on Education (NPE, 2008) emphasizes that education should be made accessible to all children irrespective of their abilities or disabilities. However, this access to education for all children would not be possible for children with special needs without assistive technology devices. Assistive technology devices have a tremendous amount of unrealized potential for enhancing the learning of students with disabilities and those without. In order to realize that potential, however, there must first be awareness, understanding and implementation on the part of the educator and assistive technology user. It is necessary that regular and special education teachers acquire knowledge about the "full range of assistive technology devices and related services and their potential in different environments to respond to the functional needs of users" (National Council on Disabilities, 1993 p. 31). This will help them to provide students with disabilities equal opportunity and access to the curriculum. This "information as awareness" level is, obviously critical to the eventual selection and use of a device. Because of the importance of this awareness, several western countries create awareness in their teachers through workshops, seminars and public enlightenment campaigns. Teachers’ awareness of assistive technology will enable them to compare specific devices based on performance, affordability, reliability and so on. The knowledge will equally be useful in obtaining and utilizing evaluation and training resources, information on maintenance and repairs, as well as funding. Teachers’ awareness of the device will help the teachers to advice and make request for the purchase of the appropriate device for their institutions as well as parents for their affected children. Teachers need to have knowledge of the existence and locations where these devices can be acquired and how to select appropriate devices according to the learning needs of the children.

Closely related to this is the issue of the availability of assistive technology devices in schools. It is the responsibility of the government, whether federal, state or local according to the National Policy on Education (2008) to provide infrastructure and learning materials (assistive technology devices inclusive) for children with disabilities to help them function well in school. Sadly the infrastructure and materials in most schools are dilapidated thus preventing their use. Teachers may also have other problems preventing them from using assistive technology devices in class. This is because teachers who are trained to teach children may not just refuse to use assistive technology devices without cause.

Another issue of interest is the teachers’ use of assistive technology devices for teaching children with special needs in their classes. In many developed countries, assistive technology devices are provided for teachers and students and teachers are encouraged to use it in their classes always. For effective use of the devices, teachers need a lot of skills in the selection and use of the technology for different interventions. Closely related to this issue is the teachers’ competence in using the devices while teaching. In many countries in America and Britain, assistive technology is integrated into the teacher training programme so that teachers will graduate with awareness, knowledge and skills in assistive technology in order for them to use it competently. Teachers or learners are trained to acquire the following competence according to Bowser (2007):  operational competence, functional competence, strategic competence and social competence of all the devices.

Operational competence: These are skills that teachers need in order to operate a particular assistive technology device. They may be simple skills like knowing how to press a single switch /button or they may be complicated skills like typing on a computer key board. Operational competence may include not only the skills to operate the device but also the skills that will be needed to use alternative methods such as voice recognition and screen readers. Operational skills are the ones most often thought of when the talk about teaching a child to use assistive technology is mentioned.

Functional competence: This is the skill that gives the teacher the knowledge of how the assistive technology device is used. This skill frees the teacher from the assumption that the new tool will allow a student to do things just because it is provided. This skill also helps the teacher to know well ahead of time the ways that the student will use the technology device that is provided.

Strategic competence: These are skills involving the use of the device in real world situations. This includes skills like how to decide when to use a particular assistive technology device instead of another for a particular purpose.

Social competence: This includes skills needed to develop social relationships using assistive technology devices. This skill can help the teacher to identify skills that relate to using the assistive technology around other people. This involves the skill that the teacher needs to explain to other students in the class why a member of the class is carrying an assistive technology device into the class and how they can help such a student as member of the class. These skills when acquired during teacher training can help special education teachers become competent assistive technology device users. It can also help them to identify a comprehensive array of students’ learning goals and objectives. Researches to determine teachers’ competence and skill in teaching using assistive technology especially in Nigeria are very scarce and the researcher is not aware of any research on teachers awareness and the use of assistive technology in teaching children with special needs in North Central states of Nigeria; hence the need for this study.

Closely related to this is the issue of teachers’ assistive technology competency. Assistive technology competencies are sets of knowledge and skills that teachers of children with special needs are supposed to demonstrate expertise in. These competencies are acquired either during teacher training, workshops or through constant use of the devices. In countries where assistive technology is integrated into the teacher training programme, the course content stipulates the competencies that trainees are expected to acquire before completing their training. But in Nigeria, particularly North Central Nigeria, the contrary is the case hence a need for this research to determine the competency that teachers in North Central Nigeria have in assistive technology.

Children with special needs are educated in special schools (for example, a school for the visually impaired) or in an inclusive school where children with various special education needs and those without any are found depending on the nature of handicaps and availability of the school. They are educated by either a special education teacher or a regular teacher. Some of the advantages of special schools are that special schools are designed with the special needs children in mind, so they are adjudged better than  inclusive schools particularly because they are assumed to have more materials (assistive technology devices) than the inclusive schools.

Closely related to this issue is the fact that the schools that educate children with  special needs are sited both in the rural and urban areas.this has advantages and disadvantages as it relates to the education of children with special education needs and teachers’awareness and use of assistive technology devices. For example, close supervision of teachers and the provision of teaching and learning materials and social amenities like electricity is assumed to be more available in schools located in the urban areas than schools in the rural areas. Besides, most of the assistive technology devices need electricity to function; this may not be available in the rural areas.  Furthermore, there is the notion that schools in urban areas are more equipped than those in rural areas. However, it is not known whether it is the same with the availability and use of assistive technology by teachers in these schools.

Another issue of interest in teachers’ use of assistive tecchnology is teachers’ qualification. Many teachers in schools possess qualifications that range from grade two certificate to post graduate degrees from different institutions of learning. Depending on the institutions they graduated from, they would have different exposures to assistive technology; as such, their competence in the use of assistive technology devices is expected to be different based on their exposure. Most times employers , partcularly those in the secondary schools prefare to employ graduate teachers to teachers with the National Certificate in Education (NCE). The government has even made it a policy that the minmum qualification for teaching is NCE and that teachers with such qualification should only teach in the primary and junior secondary schools. Does this mean that graduate teachers are more qualified than teachers with other qualifications? The researcher has not come across any research which proves that teachers’ qualification affects their competence in the use of assistive technology hence the need for this study.

Many times in Nigeria when vacancies are declaired for teaching positions, some employers would prefare to employ male teachers while others prefare to employ female teachers and many people have put forward different reasons for this. It is however assumed that since some of these devices are very heavy to carry and some are even stigmatising, many teachers may not like to use them. Therefore it is assumed that female teachers may have difficulty carrying some of them to the classes. On the other hand some people are of the opinion that female teachers are better teachers than their male counterparts and therefore are more effective. They have put forward many reasons to support their position; some believe that female teachers are more caring while some say that female teachers are more committed to their work. But these qualities may or may not translate into competence in teaching or in the effective use of assistive technology. The researcher, up to this point, is not aware of any research conducted to prove that female teachers are better than male teachers in  the use of assistive technology devices. Technology is an area of the school curricullum as well as a tool for teaching and learning, therefore teachers must demonstrate their awareness and capabilities for using it. In other words, for effective and meaningful education of persons with disabilities in this technological age, the demonstration of teachers’ awareness and competence in the use of assistive technology can not be underscored.

It is against this background that this research is necessary to find out the level of teachers’ awareness and use of assistive technology and to determine the extent to which teachers in the North Central Zone of Nigeria use these devices in teaching persons with special needs.

 

 

 

 

 

1.2       STATEMENT OF THE PROBLEM

The current educational programme demands that all children should have free access to the curriculum for the attainment of proper education for all children with special needs. For many of these children, free access to the curriculum will require the use of assistive technologies. The National Policy on Education (2008) gives mandate for the preparation of both regular and special education teachers; however, the policy does not say anything about the assistive technology preparation of these teachers. As a result, many teacher training institutions prepare their teachers in a way and manner that suits them; in most cases, assistive technology device is omitted from their curriculum. These young teachers on getting jobs find themselves incapable of meeting the assistive technology needs of the students with special needs in their classes. Because of this, many of the students learn under frustration, many drop out of school and many who manage to graduate do so without skills for livelihood and as such they are not employed. Many of them are begging on the streets for survival, many are burdens to their parents, community and the nation rather than contributing to the development of the nation. Many who are lucky to secure employment find it difficult to perform on the job because they need assistive technology devices to aid them in doing their work. Unfortunately, the devices seem not to be well understood by teachers especially in Nigeria.

The introduction of inclusive education in Nigeria today as well as the location of schools in either urban or rural setting perhaps complicates the teachers’ use of assistive technology. These schools differ in many ways, for example in the type of students they train, the teachers in the schools and the availability of assistive technology devices. The researcher is not aware of any research conducted in North Central Nigeria to determine the difference between the assistive technology device awareness of teachers in special and regular schools nor any research to determine the differences between the availability of assistive technology devices among schools located in rural and urban areas.

The teachers that teach these students are either male or female, and they all have different qualifications ranging from Teachers’ Grade Two Certificate to post graduate degrees in different subjects. Sometimes when vacancies are advertised for teaching employment, employers sometimes prefer to employ graduate teachers to teachers with other qualifications. Many also prefer to employ female teachers because it is assumed that they are more caring and therefore more suitable to teach children with special needs. This discrimination makes some schools under staffed in some areas because they are looking for a graduate teacher or a female teacher thereby making the students suffer. The researcher is not aware of any research that has been conducted to establish that female teachers or graduate teachers are more competent than male teachers in terms of teaching using assistive technology devices. Teacher training institutions in developed countries integrate assistive technology into their teacher training curriculum so that their teachers will graduate with awareness, knowledge, competency and a positive attitude towards the use of assistive technology for teaching children with special needs but in Nigeria, the contrary is the case, hence the need for this research to determine the awareness that teachers in North Central Nigeria have in assistive technology.

The summary is that children with special needs in the special and inclusive schools, both in rural and urban areas in North Central Nigeria find it difficult to learn because of the non usage of assistive technology by their teachers. This result from their ignorance of the need, and incompetence in the use of the devices, it therefore becomes essential to determine the extent of awareness of both the special and regular educators in the use of assistive technology while teaching persons with special needs.

 

1.3       PURPOSE OF THE STUDY

The purpose of this research was to survey teachers’ awareness and use of assistive technology in teaching children with special needs in North Central Nigeria.

Specifically, this research is directed at:

• Determining teachers’ awareness of the existence of assistive technology devices.
• Determining the level of provision of assistive technology devices in schools.
• Finding out the extent to which teachers make use of assistive technology in teaching children with special needs.
• Finding out the extent to which teachers are competent in the use of assistive technology.
• Finding out the competencies of teachers in assistive technology in North Central

Nigeria.

• Finding out factors that serve as hindrances to teachers’ awareness and effective use of assistive technology for teaching persons with special needs.
• Determining the difference between the level of awareness in assistive technology device between teachers in special schools and teachers in regular schools.
• Finding out the differences in the assistive technology device used among teachers in the urban areas and those in the rural areas.
• Determining the extent to which teachers’ qualification is related to their awareness and use of assistive technology devices in teaching children with special needs.
• Determining the competencies in the assistive technology devices competence of male and female teachers.

 

1.4       RESEARCH QUESTIONS

The following research questions were raised for investigation:

1. To what extent are teachers aware of the existence of different assistive technology devices that are used in the education of children with special needs?
2. What is the level of provision of assistive technology devices in schools in North

Central Nigeria?

3. To what extent do teachers make use of assistive technology devices in teaching their students?

• How competent are teachers in the use of assistive technology devices in teaching children with special needs?
• What is the level of assistive technology device competency of teachers in North

Central Nigeria?

• What are the factors that hinder teachers from effectively using assistive technology devices in teaching persons with disabilities in North Central Nigeria?

 

 

1.5       HYPOTHESES

             The following hypotheses were tested:

1. There will be no significant difference between the assistive technology awareness mean scores of teachers in special schools and teachers in regular schools.
2. There will be no significant difference in the availability of assistive technology devices between schools located in urban and those in rural areas.
3. There will be no significant difference between the assistive technology competence mean scores of teachers who have degrees and those who have other qualifications.
4. There will be no significant difference between the assistive technology

competence mean scores of male and female teachers.

 

1.6       SIGNIFICANCE OF THE STUDY

The outcome of this research will be of significance to teacher training institutions, curriculum planners, teachers, parents, researchers, students and stakeholders in the education of persons with special needs. The study is significant because it will help special education teacher training institutions to know whether their teacher training program is meeting the assistive technology device training needs of the students they train or not. This will help them when they want to review the program structure, the balance between subject knowledge modules (academic study module) and pedagogical content module (curriculum and teaching modules). This study is also of significance to curriculum planners as it will bring to light the reasons why teachers use or not use assistive technology devices in teaching. If it is as a result of poor curriculum implementation, then they will know how to address the problem when planning the curriculum. This action is believed to take place every five years which is the life span of curriculum relevance.   This study is also significant because it is hoped that it will shed more light on how teachers make use of assistive technology in teaching persons with disabilities. This will make teachers to sit up knowing that there are people conducting researches on what they do. When the stakeholders in the education of persons with special needs implement the suggestions in the research, it will contribute to producing children with special needs who on graduation, possess skills for independent living. Thus parents will benefit because instead of their children to be dependent on them, they become contributors to the development of the family and the community at large. The students will also benefit from the outcome of this research because it will proffer solutions that  will help teachers to use assistive technology devices in teaching their students. This will enhance their learning and bring about improvement in their academic performance.

This study is further significant because it will find out whether or not the special teachers produced in teacher training institutions are competent to teach using assistive technology devices. This will help teacher training institutions organize their teacher training programmes to meet the assistive technology needs of their students.

The outcome of this research is also expected to be of immense benefit to stakeholders in the provision of special education services; these include government, voluntary agencies, private individuals and special educators themselves. This is because they will know whether the teachers they employ are competent in the use of assistive technology devices or not. This will help them whenever they are recruiting teachers or retraining the ones already in their service through workshops, seminars or in-service training. This research will contribute to the reading materials on the use of assistive technology for teaching persons with disabilities.

The result of this research will hopefully inspire other researchers to conduct more researches in other areas of assistive technology and contribute to the reading materials in assistive technology already in existence. This will help in bringing more knowledge about assistive technology to the public as the study will make useful suggestions and recommendations on how to address some of the factors militating against teachers’ use of assistive technology in teaching persons with special needs.

 

1.7       THEORETICALFRAME WORK

This study derived its theoretical and conceptual frame from the social learning theory of Albert Bandura, (1986).Social learning theory is a term that has been used to apply to the view of many theorists and researchers. Bandura performed several researches and experiments with children using films and models (assistive technology) and the result was very encouraging. His most comprehensive presentation of this theory is found in his book: Social Foundations of Thoughts and Actions: A Social Cognitive Theory, (1986).

After much research and experiments, Bandura (1992) redefined his theory and came out with assumptions and hypotheses about thinking, reasoning and the concept of reciprocal determinism (mutual relationship). Reciprocal determinism sees behaviour as a continuous reciprocal interaction between an individual’s thoughts, behaviours and environmental factors. This triadic model sees human functioning as a three way interaction among behaviour (B) cognition and other internal events that affect perception and action (P), and a person’s external environment (E). Each of these three elements has the ability to affect the other two elements. One key component of this theory is the concept of self efficacy. Self efficacy means producing the desired result or to be effective. Self efficacy is a complex in which a person assesses the likelihood of successfully performing a task based on previous mastery (for example, through training), vicarious experience (for example, modeling) and psychological condition (for example, health). In special education classes, self efficacy of teachers will result in greater progress and competence in the subjects they teach. However, teachers can only achieve this when they provide students with, and use the right assistive technology devices competently to teach their students. Bandura (1992) states that persons that have self efficacy will make realistic judgment about their ability to perform tasks, will tend to see appropriately difficult tasks and will persist in them until completed. Reynolds and Fletcher-janzen (2002) believe that Bandura has done the most to conceptualize and advance the ideas of social learning theory which is seen by many as being very comprehensive in its ability to handle diverse ranges of human experiences and problems.

Bandura’s use of models and films has implications for this study. Since some of the films can be played on television and some of the models also can be electronically motioned, they are therefore assistive technology devices. The use of films and models in teaching involves two things: observation of what the films and models are all about and practicing what is being observed so that a permanent change (learning) can take place in the individual. Some of the films can be played on video or projected on a screen for students to watch while the teacher encourages them to copy the good behavior in the film. The film, the projector and the screen are assistive technology devices. Teachers’ effectiveness in teaching using these assistive technology devices is the core of this research. Bandura’s emphasis on human functioning also forms part of the theoretical frame of this study. Special education believes that environment sometimes creates handicap. Assistive technology is all about helping the individual overcome the functional limitations imposed on him by the environment by learning how to select and use appropriate assistive technology devices based on their functional limitations. Human functioning also has implications for this study.

Another aspect of the theory that this research is hinged on is self efficacy. In this research, self efficacy in assistive technology means assessing the likelihood of how successfully teachers have been trained in assistive technology and how effective they can use the knowledge acquired to teach students in their classes. Self efficacy has to do with previous mastery of that which is acquired through training for instance, during teacher training, workshops and seminars. During these trainings, teachers acquire awareness, knowledge, skills and competence which enhance their self efficacy in assistive technology. Teachers can also attain self efficacy through modeling the behavior of other teachers or people who are using assistive technology devices competently. This is the core of this research. Special education teacher training institutions therefore need to train their teachers in the use of assistive technology so that they can master it properly to enable them teach their students effectively. Teachers with self efficacy will be more likely to believe that they can teach a classroom of difficult children like special needs children having difficulty in learning with appropriate assistive technology devices than teachers without self

efficacy.

 

1.8       DELIMITATIONS OF THE STUDY

This study was designed to investigate teachers’ use of assistive technology in teaching children with special needs in North Central Nigeria; as such all states outside the North Central geo- political Zone are outside the scope of this research. The researcher intended to only find out whether or not teachers were aware of assistive technology and whether or not they had such devices in their schools. The study did not intend to embark on an awareness campaign about assistive technology in schools. However, the research concerned itself with teachers in both special and inclusive schools; to this effect, any school that did not have children with special learning needs was not within the scope of this study.

The researcher’s interest was in knowing whether the teachers were competent in the use of assistive technology or not. The researcher was not interested in measuring the impact of the use or other wise of assistive technology devices on the performance of the students. This research was limited to schools laying emphasis on teachers. Other professionals working in schools and rehabilitation centers were not within the scope of this research as the research focused only on teachers of primary school children with visual impairment, hearing impairment learning disabilities and physical only. Teachers of adults with these conditions in tertiary schools or rehabilitation centers were outside the scope of this research.

The researcher did not go into other areas of assistive technology like information technology, technology productivity tools, medical and rehabilitation technologies, instructional technology and technology of teaching. These areas were not within the scope of this research. It is a known fact that assistive technology by its definition includes assistive technology devices and assistive technology services. This research focused only on teachers’ awareness and use of assistive technology devices; teachers’ awareness and use of assistive technology services is therefore outside the scope of this research.

 

1.9       OPERATIONAL DEFINITION OF TERMS

Assistive Technology Device: Is any tool that helps students with disabilities do things more quickly, easily or independently. It can be elaborate and expensive or simple and low cost. Example is equipment like wheel chairs, electronic communication devices and braille machines.

Assistive Technology Services: These refer to any kind of advice that directly helps an individual with disability to choose, buy and use an assistive technology device.

Special Education Teacher Preparation: This refers to the process of initiating; developing and equipping would be special education teachers with relevant experiences, skills and competence that will qualify them to effectively take on the responsibilities of teaching and rehabilitation of persons with special education needs.

Assistive Technology Knowledge: This refers to all the facts, information, understanding and skills that special education teachers have acquired about assistive technology. This skill might have been acquired from teacher training experience or from constant contact with assistive technology devices.

Availability of Assistive Technology Devices: These refer to specialized equipment or materials that schools have for students and teachers to use during teaching and learning with special needs children.

Teachers’ Use of Assistive Technology: In this research, this refers to how often or regular teachers employ assistive technology devices to teach children with special needs during lessons as measured by the researcher’s instrument.

Teachers’ Assistive Technology Competence: In this research, this  refers to teachers’ ability to manipulate different kinds of specialized equipment used in teaching persons with disabilities with such skills and experiences that make the teacher present his lesson well as measured by the researcher’s instruments.

Regular Teachers: These are teachers that have been trained in different school subjects to teach in regular schools. They were not trained in assistive technology or on how to teach persons with special needs.

Special Education Teachers: These are teachers that have been trained in special education teacher training institutions to acquire relevant experiences, skills and competence in special education. These teachers have been certified by the various institutions as qualified to teach children with special needs.

Special School: This is a school that has been built specifically to educate children with various special education needs. Some of these schools are built to cater for specific handicapping conditions while some cater for more than one handicapping condition.

Inclusive School: This refers to primary and secondary schools that admit and educate children with different special education needs together with those that do not have any special needs with the help of support services.

Schools Located in Urban Areas: These are schools that are located in the local government headquarters or state capital of all the states in the area under study.

Schools Located in Rural Areas: These are schools that are located outside the local government headquarters of the area under study.

North-Central Nigeria: This refers to the seven states in the central region of Nigeria commonly called the Middle-Belt.  

Teachers’ Awareness of Assistive Technology: This refers to teachers’ knowledge of the existence of some devices that are used in the education of children with special needs as measured by the researcher’s instruments.

Graduate Teachers: In this research, this refers to teachers that have bachelor of education degree as their highest qualification.

Level of Assistive Technology Device: This refers to the quantity and quality of assistive technology devices available for teaching and learning in schools in the study area as measured by the researcher’s instruments.

Assistive Technology Competency: This refers to some sets of knowledge and skills in assistive technology device that teachers of children with special needs are supposed to possess to enable them use assistive technology with expertis

A SURVEY OF TEACHERS AWARENESS AND USE OF ASSISTIVE TECHNOLOGY IN TEACHING CHILDREN WITH SPECIAL NEEDS IN NORTH CENTRAL NIGERIA

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