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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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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

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