Technology-Enabled Communication And Assistive Learning Devices For Strengthening Special Needs Education In Rivers State, Nigeria
OYEDELE, Oluwatobi Ajoke (PhD)
Department of Linguistics and Communication Studies, University of Port Harcourt, Rivers State, Nigeria
EKE, Chigozi (PhD).
Department of Linguistics and Communication Studies, University of Port Harcourt, Rivers State, Nigeria
EKE, Chigozi (PhD).
Department of Linguistics and Communication Studies, University of Port Harcourt, Rivers State, Nigeria
Keywords: Technology-Enabled Communication, Assistive Learning Devices, Special Needs Education, Rivers State, Nigeria
Abstract
This study assessed technology-enabled communication and assistive learning devices for strengthening special needs education in Rivers State, Nigeria. The study anchored on technology acceptance model. This study adopted a pragmatic research philosophy and a descriptive survey research design. The population of this study comprised teachers, special education coordinators, and school administrators in both public and private special and mainstream schools that accommodate learners with disabilities in Rivers State. According to the Rivers State Ministry of Education (2024), there are 250 schools offering special needs education across the state, employing approximately 1,200 teachers and administrators who directly interact with learners with disabilities. A sample of 240 respondents was drawn from the population, representing 20% of the total population to ensure sufficient representation while remaining manageable for data collection. The sample included teachers (180), special education coordinators (40), and school administrators (20). The sampling technique combined stratified and purposive sampling. Data were collected using a triangulation-methods approach, combining: Structured questionnaires, semi-structured interviews and classroom observations. The quantitative data from questionnaires were analysed using descriptive statistics (means) and inferential statistics (Pearson correlation and regression analysis). The qualitative data from interviews and observations were analysed using thematic content analysis, identifying recurring patterns, challenges, and best practices in technology integration. The findings revealed that Findings indicated that technology-enabled communication tools were actively used in classrooms to support learners with special needs. Quantitative data showed high mean scores for teacher use of messaging apps, multimedia instructional platforms, and digital coordination with caregivers. Qualitative analyses from interviews and classroom observations confirmed that these tools facilitated real-time feedback, improved participation, and strengthened the home-school connection, although inconsistent internet connectivity and device availability occasionally limited usage. The study concluded that that technology-enabled communication tools were actively used by teachers to enhance learner participation, coordinate with caregivers, and support inclusive classroom practices, demonstrating their critical role in facilitating real-time interaction and engagement for learners with special needs. The study recommended that the Rivers State Ministry of Education should provide ongoing professional development for teachers on digital communication tools to enhance learner engagement and home-school coordination.