The Role of Information and Communication Technology (ICT) in Enhancing Accessibility for Special Needs Students at Kebbi State School for Special Needs

Ibrahim Umar; Ibrahim Jamilu Argungu; Muhammad Yahaya; Umar Aliyu; Ladan Aliyu Muhammed; Samaila Dominic; Musa Sanusi Fakai; Mathew Isaac Rikoto

doi:10.59890/ijir.v3i5.26

Authors

Ibrahim Umar Adamu Augie College of Education, Argungu
Ibrahim Jamilu Argungu Adamu Augie College of Education, Argungu
Muhammad Yahaya Adamu Augie College of Education, Argungu
Umar Aliyu Adamu Augie College of Education, Argungu
Ladan Aliyu Muhammed Adamu Augie College of Education, Argungu
Samaila Dominic Adamu Augie College of Education, Argungu
Musa Sanusi Fakai Adamu Augie College of Education, Argungu
Mathew Isaac Rikoto Adamu Augie College of Education, Argungu

DOI:

https://doi.org/10.59890/ijir.v3i5.26

Keywords:

ICT in Education, Special Needs Accessibility, Kebbi State, Inclusive Education, Educational Technology

Abstract

This study it investigates the current integration of educational technologies, their effectiveness in addressing diverse learning challenges, and the barriers impeding their adoption. Using a mixed-methods approach, data were collected through surveys, interviews, and observations involving students, teachers, and administrators. Quantitative data were analyzed using descriptive statistics, while qualitative data were subjected to thematic analysis. Findings reveal that tools such as screen readers, text-to-speech software, and interactive boards significantly improve learning outcomes for visually and hearing-impaired students. However, challenges such as inadequate funding, lack of teacher training, and device maintenance hinder widespread ICT adoption. The study also highlights the need for government and non-governmental organizations to prioritize resource allocation and teacher development programs. Diagrams and tables illustrate key insights, including the comparative analysis of student performance before and after ICT integration. The research underscores the transformative potential of ICT in fostering inclusive education. It recommends targeted interventions to bridge the gap between policy and practice, ensuring all students, regardless of ability, can access quality education

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