INTEGRATION OF ASSISTIVE TECHNOLOGY FOR INSTRUCTION OF LEARNERS WITH DISABILITIES IN INCLUSIVE SECONDARY SCHOOLS IN KADUNA STATE

This study appraised the integration assistive technology for instruction of learners with disabilities in inclusive secondary schools used descriptive research design with target populations of all the 4 secondary schools practicing inclusive education in Kaduna state and all 185 teachers across these 4 inclusive schools, 4 principals of these schools, as well as resource center personnel. A purposive sampling technique was used to select the sample size from the population of the students. Data for this study was gathered using questionnaires, observation schedule, interview and check lists. The instrument was validated by 2 experts from Department of Educational measurement as well as the reliability of the questionnaire in measuring the objectives of the study. Cronbach’s Co-Efficient Alpha was used for testing internal consistency the research instruments. Since data were collected in both quantitative and qualitative forms, for quantitative which involved descriptive statistics data were organized, coded and entered into computer and then data were presented in frequencies, percentages, tables, graphs and mean using Statistical Packages for Social Sciences (SPSS). For qualitative which involved interview and open ended items on the questionnaires the data were transcribed in categories, coded, organized, summarized into themes identified and represented in tables and figures. Findings revealed that there are numerous problems affecting the integration of AT for instruction of learners with disabilities in inclusive secondary schools in Kaduna state Nigeria. the problem ranges from the scarcity of essential ATS for the instruction of learners with disabilities in the secondary schools to the lack of knowledge and the skills by both students, resource centre personnel and the teachers to use the available ATS for instructions, to this end, it can be concluded that the students with special needs do not get access to quality instruction in the secondary school in Kaduna state. The following recommendations were made that apart from that general laws governing all types of disabilities in all the schools, there should be establishment of specific legal framework and institutional policies; that since modern ATs is very expensive for schools to purchase .it was recommended that the government makes laws for support and partnership with non-governmental organization in the provision of ATs and other required services and canvass for these ATs devices and software from relevant donor agencies; that the government should partner with stakeholders, relevant non-governmental agencies, private organization and international agencies to come up with mechanisms and collaborative approach to improve the provision access to AT and training of the instructors in the area of AT; and This study also recommends that the ministry of education organizes in-service training for teachers in the area universal design for the learning which is the principal of best practice. in teaching KEYWORDS: Assistive Technology, Learners with Disabilities, Universal Design Learning