Acta Didactica Napocensia
Volume 10 Number 4, pages 21-32
Published: 25 December 2017
TEACHERS’
ATTITUDE AND COMPETENCE IN THE USE OF ASSISTIVE TECHNOLOGIES IN SPECIAL NEEDS
SCHOOLS
Onivehu Adams Ogirima, Ohawuiro Onyiyeche
Emilia, Oyeniran Bunmi Juliana
Abstract: This study examined teachers’ attitude and competence
in the use of assistive technologies in special needs schools. The descriptive survey method was employed
for the study among 100 teachers who were drawn using purposive sampling
technique from special needs schools in Osun State, Nigeria. Six research
questions were generated while four hypotheses were tested at 0.05 level of
significance. A researcher-constructed questionnaire tagged “Teachers’ Attitude and Competence in the Use of
Assistive Technology Questionnaire (TACUATQ)” was used for data collection. The instrument
was administered on 20 selected teachers outside the sample location through
test-retest method; it yielded a reliability coefficient of 0.85 through
Pearson Product Moment Correlation statistics. Data were analysed with
percentage, mean and rank order, t-test
and ANOVA statistical tools. The findings revealed that teachers have a
positive attitude towards the use of assistive technologies. However, teachers
were not competent in the use of assistive technologies. Gender and teaching
experience did not influence teachers’ attitude and competence in the use of
assistive technologies. It was recommended among other things that teachers
should be trained and re-trained on the
use of assistive technology for students with speech disorders, visual
impairments, hearing impairments, physical impairments and emotional and
behavioural disorders.
Keywords: Teachers, Attitude,
Competence, Assistive Technologies