International Journal of Multidisciplinary Research and Growth Evaluation

Assessing the Use of Assistive Technology and Its Effectiveness in Improving Educational Attainments of Students with Special Needs at Metro Gold Schools in Ablekuma District, Accra, Ghana

Evelyn Addai Acheampong¹

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Abstract

Assistive technology (AT) is slowly gaining acceptance as one of the key tools for inclusive education, and there is limited evidence of the use and effectiveness of AT in African, constrained settings. This study investigated the trend of using AT, benefits of AT and the challenges of using AT by students with Special Educational Needs at Metro Gold Schools in the Ablekuma District of Ghana. The methodology used for collecting data was a quantitative cross-sectional survey design, based on the Technology Acceptance Model (TAM). Descriptive statistics were used to analyse the data. The findings showed that there was a high prevalence of AT use of tablets and computers with specialised programmes and text to speech applications with most users using AT every day or close to every day. Pupils answered very positive to perceived effectiveness on the 5-point scale with high marks for support when pupils are doing work, when they understand their lessons and when they are involved in lessons. But the study also found that the issues still exist, for example, the lack of devices, technical problems and lack of user knowledge. The findings validate the central constructs of perceived usefulness and perceived ease of use and show that factors beyond the learner's control, like infrastructure, training, and policy, are also crucial in maintaining the AT use among learners with special needs. The study suggests a reinforcement of AT procurement policy, a structured technical support system, compulsory teacher and caregiver training and a home-school AT access scheme as ways to strengthen the benefits of inclusive education in Ghana.

Keywords: research

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Licensed under CC BY 4.0.