Effect Of Assistive Technology On The Social Interaction Of Students With Special Needs In Inclusive Classrooms In Ilorin, Kwara State
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International Journal of Academic Multidisciplinary Research (IJAMR) , Vol. 10 Issue 10, October
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Abstract
Students with special needs in inclusive classrooms may struggle with social engagement, resulting in restricted
involvement in peer activities, communication obstacles, and social isolation. Therefore, this study investigated the effect of assistive
technology on the social interaction of students with special needs in inclusive classrooms in Ilorin, Kwara State, Nigeria. A quasiexperimental
research design with pre-test and post-test control groups was adopted. The population included all pupils with
specified special needs in public primary schools, with 83 individuals chosen using purposive and stratified sampling approaches.
Data were obtained using a validated Social Interaction Rating Scale (SIRS), with a reliability coefficient of 0.78 established by
PPMC. The experimental group received assistive technology such as speech-to-text programmes, communication boards, and
interactive learning gadgets, whereas the control group received traditional instructional support without assistive aids. Analysis of
Covariance (ANCOVA) was used to test all the hypotheses at the 0.05 level of significance. It was revealed among others that there
was a significant effect of assistive technology on social interaction of students with special needs in inclusive classroom F(1, 79) =
20.478, p < 0.05, Students exposed to assistive technology had higher levels of peer interaction, communication, and cooperative
participation than their peers in the control group. The study concluded that assistive technology has demonstrated its efficacy as a
tool for improving communication, peer engagement, and collaboration The study recommended among others that proper teacher
training, controlled classroom implementation, and the utilisation of collaborative learning methodologies to maximise AT's social
benefits
Keywords: inclusive classroom, student with special needs, social interaction, assistive technology
