Project – Teachers’ Awareness and Use of Assistive Technology in Supporting Pupils with Special Needs in Primary Schools in Lagos

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as a fundamental human right and a key driver of social and economic development. Ensuring that every learner, regardless of ability, can access quality education is a global priority, reflected in Sustainable Development Goal 4 (SDG 4), which promotes “inclusive and equitable quality education and lifelong learning opportunities for all” (United Nations, 2015). For pupils with special needs—such as those with visual, hearing, physical, or learning disabilities—assistive technology (AT) plays a vital role in ensuring inclusive education and equal learning opportunities.

Assistive technology refers to any tool, device, or software that supports individuals with disabilities to perform tasks that might otherwise be difficult or impossible (Alper & Raharinirina, 2006). Examples include hearing aids, Braille readers, speech-to-text applications, adaptive keyboards, and screen readers. When effectively integrated into classroom teaching, assistive technologies can enhance pupils’ academic performance, engagement, and independence (Edyburn, 2013).

In Nigeria, inclusive education policies such as the National Policy on Education (Federal Ministry of Education [FME], 2015) emphasize the need to provide special education and technological support for children with disabilities. However, the actual implementation of these policies in primary schools has been uneven. Many teachers lack adequate training, resources, or awareness of available assistive technologies to support pupils with special needs effectively (Obiakor & Offor, 2011; Ajuwon, 2012).

In Lagos State—a major educational and economic hub of Nigeria—efforts have been made to promote inclusive education in public and private schools. Yet, challenges remain in the areas of teacher preparedness, access to technological tools, and institutional support (Eke & Odetunde, 2020). Teachers’ awareness and usage of assistive technologies are critical factors that determine how effectively pupils with special needs can be supported in mainstream classrooms (Okolo & Diedrich, 2014).

Therefore, understanding the extent of teachers’ awareness and use of assistive technologies in supporting pupils with special needs in Lagos primary schools is essential. Such knowledge will guide policymakers, educators, and administrators in promoting inclusive practices and improving educational outcomes for children with disabilities.

1.2 Statement of the Problem

Despite government policies promoting inclusive education in Nigeria, there is still a significant gap between policy and practice. Many primary school teachers in Lagos lack adequate knowledge, skills, and access to assistive technologies that can support pupils with special needs. As a result, children with disabilities often experience learning difficulties, social isolation, and poor academic performance (Ajuwon, 2012; Eke & Odetunde, 2020).

Previous studies have shown that teachers’ attitudes, training, and awareness significantly affect their willingness and ability to use assistive technology in classrooms (Okolo & Diedrich, 2014; Edyburn, 2013). However, there is limited empirical evidence on how these factors manifest in Lagos primary schools, where resource constraints and overcrowded classrooms pose additional challenges.

If teachers remain unaware of, or unskilled in using, assistive technologies, the goal of inclusive education may remain unattained. This study, therefore, investigates teachers’ awareness and use of assistive technology in supporting pupils with special needs in primary schools in Lagos.

1.3 Objectives of the Study

The main objective of this study is to assess teachers’ awareness and use of assistive technology in supporting pupils with special needs in primary schools in Lagos.

The specific objectives are to:

1. Determine the level of teachers’ awareness of assistive technologies for pupils with special needs.

2. Examine the extent to which teachers use assistive technologies in teaching pupils with special needs.

3. Identify factors influencing teachers’ use of assistive technologies in Lagos primary schools.

4. Suggest strategies for improving teachers’ utilization of assistive technology in inclusive education.

1.4 Research Questions

This study seeks to answer the following research questions:

1. What is the level of teachers’ awareness of assistive technology for pupils with special needs in primary schools in Lagos?

2. To what extent do teachers use assistive technologies to support pupils with special needs?

3. What factors influence teachers’ use of assistive technologies in primary schools in Lagos?

4. What strategies can be adopted to improve teachers’ use of assistive technology for inclusive education?

1.5 Research Hypothesis

The following hypothesis will be tested in this study:

• H₀: There is no significant relationship between teachers’ awareness of assistive technology and their use of assistive technology in supporting pupils with special needs in primary schools in Lagos.

• H₁: There is a significant relationship between teachers’ awareness of assistive technology and their use of assistive technology in supporting pupils with special needs in primary schools in Lagos.

1.6 Significance of the Study

This study is significant for several reasons:

1. Policy Development: The findings will assist policymakers in designing effective strategies for teacher training and resource allocation in inclusive education.

2. Teacher Training: Teacher training institutions can use the results to improve pre-service and in-service training curricula related to assistive technology.

3. School Administration: School administrators will gain insights into the importance of investing in assistive technologies to support pupils with special needs.

4. Academic Contribution: The study contributes to the growing body of literature on inclusive education and technology use in developing countries, particularly Nigeria.

5. Social Impact: Ultimately, the study promotes equal educational opportunities and supports the achievement of inclusive and equitable quality education for all learners.

1.7 Scope of the Study

The study focuses on public and private primary schools in Lagos State, Nigeria. It examines teachers’ awareness and use of assistive technology in supporting pupils with special needs such as visual, hearing, and learning disabilities. The study targets primary school teachers as respondents since they are directly involved in classroom instruction and pupil support.

1.8 Operational Definition of Terms

• Assistive Technology: Any device, software, or tool that helps pupils with disabilities perform educational tasks more effectively (e.g., Braille readers, hearing aids, text-to-speech software).

• Inclusive Education: An educational approach that allows all pupils, regardless of ability, to learn together in the same classroom with appropriate support.

• Special Needs: Learning or physical conditions that require additional educational support, including visual, hearing, or intellectual disabilities.

• Awareness: Teachers’ knowledge and understanding of assistive technologies and their benefits for learners with disabilities.

• Use: The practical application of assistive technologies by teachers in classroom instruction.

Project – Teachers’ Awareness and Use of Assistive Technology in Supporting Pupils with Special Needs in Primary Schools in Lagos