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IMPACT OF ASSISTIVE TECHNOLOGY IN TEACHING READING TO PUPILS WITH LEARNING DISABILITIES IN SOME SELECTED SCHOOLS IN BASSA LOCAL GOVERNMENT AREA, PLATEAU STATE

 CHAPTER ONE

INTRODUCTION

1.1.      BACKGROUND TO THE STUDY

Learning disabilities (LD) can be defined as a disorder of one or more of the basic cognitive abilities involved in understanding or using a language. This disability may manifest itself in an imperfect ability to read, write or to perform mathematical calculations (Rufus, Liman, Abubakar & Kwalzoom, 2015).  Children with Learning Disabilities are educated in the general education classrooms and often experience difficulties in classroom settings in comparison to their peers (Wood, 2017). One way to address these difficulties is to adopt innovative educational strategies in the classroom to enhance the performance of children with learning disabilities and to eliminate weaknesses that can be a barrier to successful life. In recent years, researchers have become increasingly interested in investigating the use of technological devices to enhance the achievement of children with specific learning disabilities in inclusive classrooms (Starcic & Istenic, 2013 and Wood, et.al, 2017). These studies have demonstrated that assistive technology is a potential aid to promote the educational needs of children with LD and the integration of technology is important to increase the efficiency of learning among children with learning disabilities (Starcic & Istenic, 2013 and Wood, et.al, 2017).

The successful implementation of technologies in the classroom largely depends on the knowledge and attitude of teachers regarding the use of technology in the teaching and learning process (Cope & Ward 2012). Therefore, it is essential to focus on teacher perceptive on the effectiveness of assistive technology among children with specific learning disabilities. Managing children with disabilities pose challenges to both families and professionals at homes and in schools. In an attempt to find solutions to these challenges in this contemporary world, one of the major challenges facing teachers and other professionals in meeting the social, behavioural, cognitive, perceptive and motor needs of children with learning disabilities in the classrooms is the use of technology, its appropriate use, how to select assistive technology, where to get it, use it and how to evaluate its efficiency (Lignan, Adebisi, Jerry & Adewale, 2015). Assistive Technology is a derivative of’ Information and Communication Technology (ICT) with the history linked to computer. History of computer was dated back to 1970s with the rise of microcomputers, with its basic concept traced to 20th century with the effort of Military and industries in the development of electronics, computers and information theories. Owobi (2018) and Adebisi (2014) gave account that in Nigeria, the history is not clear, as there was no documented evidence in the history of development of education, but perhaps the effect was made manifest on teaching aids and its improvisation like charts, boards, specimen, cards and collection of real objects, which later transformed to the demonstration of institutional support for the use of audio — visuals in late 1980s. Over the past decades, education sector hay gained popularity of technology and expanded access to it. For a generation of young people, ‘technology, particularly the Internet, has assumed a substantial stake in their social and educational lives (Owobi, 2018).

Communication Technology (ICT) facilities to ensure that the benefits of the virtual library permeate all levels of education in Nigeria” with the inclusion to “provide for the need of special education and serve as foci for educational innovation” (NPE, 2014). ICT has become a very important part of the educational delivery and management processes and to great extent facilitates the acquisition and absorption of knowledge, and therefore can provide extraordinary opportunities ‘to developing countries for enhancing their educational systems particularly for children with special needs. To really achieve these policies, the use of ICT by children with special needs in the’ family and school lives has become imperative. With these, the adoption and use of Assistive Technology (AT) is becoming popular and required attention of families and professionals as a result of its potential for: improving the lives of children with learning disabilities. Right from the global embrace of computers, communication devices to environmental controls; the use of technology present many children with disabilities the necessary tools to be more successful in school, at work, and at achieving independence in daily living. Certainly, opportunities now abound nowadays to some children with disabilities with the support of new and emerging technology, raising new hopes, which had in the past unavailable.

Learning Disability is the acquisition of new knowledge and skills. During the early years of development, children start learning to read, write and do arithmetic according to their age and intellectual capacity. However, it seems that, in spite of having normal intellectual capacity and normal visual, hearing or physical abilities, some children are specifically unable to acquire language and arithmetic skills, even when adequate opportunities for learning are provided (Dhanda and jagawat, 2013). Children with learning disabilities are behind in the acquisition of cognitive skills, however, they have an average or above average IQ level, which means they do not struggle with low intelligence (Kumar & Raja, 2013). The concept of learning disabilities covers an extremely wide range of characteristics. Because of the effect on cognitive processes, students with learning disabilities may have difficulties in a variety of academic areas as well as social and emotional development; however, major problems are more often found in specific areas such as reading, writing, and doing arithmetic, which are the core fundamentals of education.

The majority of children with learning disabilities have problems in reading, which is known as dyslexia, it normally affects the children’s ability to recognize and manipulate the sounds in language as well as problems with decoding and recognizing new words. Children who suffer from this problem have difficulty with learning to read accurately and fluently. Writing difficulty (dysgraphia) is another problematic academic area for students with learning disabilities. Children with dysgraphia have difficulties in organizing and expressing their thoughts and ideas in written form. It impacts the basic writing skills of handwriting, typing and spelling. Another learning disability is the problem unique in remembering and correctly applying the steps in mathematical problems (dyscalculia). Specific problems may include difficulty in understanding size and spatial relationships, concepts related to direction, place value, decimals, fractions, time and remembering mathematical facts (Dhana, & Jagawat, 2013).

Assistive Technology according to the Individuals with Disability Education Act (IDEA), any equipment that is used to improve functional capabilities of individuals with disabilities is considered as AT. It may include any software program, or product system that is used to increase, maintain, or improve the functional capabilities of people with disabilities (Kumar & Raja, 2013). By implementing assistive technology as an integration to school curriculum, the, educators can assist children with special needs by providing remedies to solve. specific learning problems and can promote independent learning. However, the selection, acquisition and use of AT depends up on the evaluation of the needs of the child and the adequate level of the professionals, who work students with learning disabilities (Campbell, 2016).

Assistive technology allows students with disabilities to increase their accessibility to the curriculum and the quality of the learning experience (Alkahtani, 2013). Many assistive technology devices are available to assist teachers in improving the functional capabilities of their students by increasing their participation in learning opportunities and involvement in activities (Starcic & Istenic, 2013). Computer assisted instructions include various software applications that can assist children to enhance their academic achievement and attain their potential. These technologies range from simple spellcheckers to more complex speech recognition systems and educational software. Among them, software such as voice recognition, word prediction, spell checker and math software are found to be effective in catering to the needs of children with specific learning disabilities (Rufus, et.al, 2015

1.2.      STATEMENT OF THE ROBLEMS

Students with LD experience significant difficulties with learning and grasping academic concepts in these settings, due to their processing deficiencies and social and behavioral adjustment problems. They are cognitively challenged in many areas, such as comprehension, organization, retaining information and linking it to prior knowledge, which affect their performance in reading, writing, math, reasoning, and grasping abstract concepts. Although AT considered as an essential component in the education of students with disabilities, it is however, a challenge for many parents, students, teachers and educators. AT intended to facilitate psychosocial functioning, lack of resources to purchase constitutes an environmental barrier. Scarcity of trained teachers to assist in choosing and obtaining AT devices also represents a barrier within the social environment and educational setting. In the review to the provision of AT in most secondary schools, it is noted noted that despite the increased availability of AT, approximately 30% of ATS are discarded within 1 year with reasons such as, the product not meeting user expectations or needs, setting the user apart from others, and failing to save time or energy. Therefore, the researcher seeks to investigate on impact of Assistive technology in teaching reading to pupils with learning disability in some selected secondary schools in Bassa Local Government Area.

1.3.      PURPOSE AND OBJECTIVE TO THE STUDY

The purpose of the study is to fine out the impact of assistive technology in teaching reading to pupils with learning disability in some selected schools in Bassa Local Government Area. The research study with guided by the following specific objectives.

1. To determine the effectiveness of technological devices in teaching pupils with learning disabilities in some selected primary schools in Bassa Local Government Area
2. What are the importance of Assistive technology in the reading of pupils with learning disability in some selected primary schools in Bassa Local Government Area?
3. What are the importance of Assistive technology in the reading of pupils with learning disability in some selected primary schools in Bassa Local Government Area?
   • RESEARCH QUESTIONS
4. How effective are technological devices in teaching pupils with learning disabilities in some selected primary schools in Bassa Local Government Area?
5. What are the importance of Assistive technology in the reading of pupils with learning disability in some selected primary schools in Bassa Local Government Area?
6. What are the importance of Assistive technology in the reading of pupils with learning disability in some selected primary schools in Bassa Local Government Area?

1.5.      SIGNIFICANCE TO THE STUDY

Findings of this study will be useful to various stakeholders in education. First and foremost, the findings could inform Parent Teachers Association (PTA) about the status of AT facilities in schools. This could help them to make informed decisions on provision and maintenance of such facilities.

Secondly, the findings could help teachers to re-evaluate themselves if they are adequately prepared to use ICT in teaching and learning and if not, the kind of skills upgrading that would suit them. The findings could help schools to come up with policies that promote the use of AT in teaching and learning.

Lastly, the findings could inform both the in-service and pre-service providers of areas to focus on in future trainings that could ensure teachers have the necessary skills to integrate ICT in teaching and learning of Information communication technology in secondary schools in Ilorin west, Kwara state.

1.6       SCOPE OF THE STUDY

The study is limited to only finding out the impact of assistive technology in teaching reading to pupils with learning disability in some selected schools in Bassa Local Government Area. The case study will be students with learning disability.

1.7. OPERATIONAL DEFINITION OF TERMS

Assistive Technology: According to the Individuals with Disability Education Act (IDEA), any equipment that is used to improve functional capabilities of individuals with disabilities is considered as AT.

Learning Disability: Learning is the acquisition of new knowledge and skills. During the early years of development, children start learning to read, write and do arithmetic-according to their age and intellectual capacity.

Teaching: Is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn. Teaching involves creating an environment and engaging with others, so that they learn particular things.

Reading: Is a receptive skill – through it we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).