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Three research questions guided the work, with expert validation and reliability confirmed by a pilot study. Findings showed teachers do not regularly use high-tech assistive devices, though they recognize substantial benefits. Recommendations emphasized continuous workshops and capacity building.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-perception-and-factors-limiting-the-use-of-high-tech-assistive-technology-in-special-education-schools-in-north-west-nigeria/599948/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-perception-and-factors-limiting-the-use-of-high-tech-assistive-technology-in-special-education-schools-in-north-west-nigeria/599948.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What did the study examine about high-tech assistive technology in special education?","Question",{"text":63,"@type":64},"It examined teachers’ perceptions and the factors limiting the use of high-tech assistive technology resources in special education schools in North-West Nigeria.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data and reliability handled in the research?",{"text":68,"@type":64},"Data were collected using a questionnaire from 120 respondents. 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The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology.  \nKeywords: assistive technology, high-tech, utilization, perception, special education, limiting factors  \nINTRODUCTION  \nIt is an established fact that no nation can develop above its educational standard. For this reason, the nation of Nigeria has emphasized the need for better education service delivery for all. In order to achieve this, there is a need for extensive integration of Information and Communication-based Technologies (ICT) as an integral part of the teaching and learning process as well as other educational needs. For individuals with special needs, using ICT tools to accomplish tasks is indeed a relief to their difficulties. Adoption of Information and Communication-based Technology in special education programme will improve the development of special education in Nigeria.  \nSpecial education programme as stipulated in the National Policy on Education (NPE) is “a customized education programme, designed to meet the unique needs of persons with special needs that the general education programme cannot provide” (FRN, 2004) . The learning of students with disabilities is concerned with where and how the curriculum is delivered or accessed. Thus, the provision for an appropriate education programme in the special environment has led to the development of a separate educational system which is designed to take care of the educational needs of individuals with special needs.  \nToday, the teaching and learning of individuals with special needs is one area of education that is attracting a universal concern and great pull of technologies towards its enhancement and efficiency. Special education technologies are those technologies that are provided to enhance functional capabilities and encourage individuals with special needs participation in education, thereby helping them to improve their academic achievement (An, Sharif, Wong, & Marriappan, 2014) . Integrating emerging technologies into special education will not only offer help but increase the opportunities for students with special needs to meeting their educational aspirations.  \nIndivid","cbCaiqSAwHHHvCt2","https://ap.wps.com/l/cbCaiqSAwHHHvCt2","pdf",309711,11,"English","# Abstract\n# Introduction","[{\"question\":\"What did the study examine about high-tech assistive technology in special education?\",\"answer\":\"It examined teachers’ perceptions and the factors limiting the use of high-tech assistive technology resources in special education schools in North-West Nigeria.\"},{\"question\":\"How were data and reliability handled in the research?\",\"answer\":\"Data were collected using a questionnaire from 120 respondents. Expert validation was conducted and reliability was established via a pilot study using 20 teachers, producing a Cronbach Alpha reliability coefficient of 0.81.\"},{\"question\":\"What were the key findings and recommendations?\",\"answer\":\"Teachers were found not to use high-tech assistive devices regularly, despite positive perceptions of their benefits. The study recommended regular workshops, seminars, and capacity-building training to update teachers’ knowledge and skills.\"}]","Teachers’ Perception and Factors Limiting the use of High-Tech Assistive Technology in Special Education Schools in North West Nigeria | PDF",1792089743,28]