Role of assistive technology in enhancing learning outcomes for students with learning disabilities: a comparative study of urban and rural schools in plateau state, nigeria

Abstract

By improving academic achievement and classroom engagement, assistive technology (AT) incorporation into classroom instruction offers substantial potential to serve children with learning difficulties. Disparities in the accessibility, availability, and efficient use of AT, especially between Nigerian urban and rural areas, continue to be a major concern. This study compares urban and rural schools in Plateau State, Nigeria, to investigate how assistive technology can improve learning results for students with learning difficulties. The project will use a mixed-methods approach to gather data from pre-selected rural villages in the state as well as public and private schools in Jos, which is an urban area. Teachers and school administrators will be given standardized questionnaires to complete in order to collect quantitative data, and parents and educators will be interviewed in order to obtain qualitative information. The purpose of the study is to assess variations in the accessibility of assistive technology, instructor proficiency, student involvement, and academic performance of students who use it. According to preliminary research, urban schools are more likely to have access to AT because of superior funding and infrastructure, while rural schools encounter major obstacles such poor policy implementation, a lack of devices, and insufficient training. Despite these obstacles, creative and neighbourhood-based solutions might be found in rural areas, providing chances for flexible tactics. The findings of the study will guide the creation of policies, the fair allocation of resources, and focused teacher preparation initiatives.