Exploring the use of Assistive Digital Resources in Enhancing Learning for Students with Intellectual Disabilities in Cross River and Akwa Ibom States, Nigeria

Authors

  • Oluwaseun Omowumi Akin-Fakorede Department of Library and Information Science Faculty of Art and Social Science Education University of Calabar, Calabar, Cross River State, Nigeria
  • Virginia Emmanuel Ironbar Continuing Education and Development Studies, Faculty of Vocational and Entrepreneurial Education, University of Calabar, Calabar, Nigeria
  • John Fidelis Inaku International Law and Jurisprudence, Faculty of Law, Nigeria
  • Mokutima E. Ekpo Faculty of Law, University of Calabar, Calabar, Nigeria
  • Margaret Sylvanus Umoh Faculty of Law, University of Calabar, Calabar, Nigeria
  • Effiom Veronica Nakanda Department of Social Studies Education, Faculty of Arts and Social Science Education, University of Calabar, Nigeria
  • Olofu Paul Agbade Continuing Education and Development Studies, Faculty of Vocational and Entrepreneurial Education, University of Calabar, Calabar, Nigeria
  • Columbus Deku Bessong Continuing Education and Development Studies, Faculty of Vocational and Entrepreneurial Education, University of Calabar, Calabar, Nigeria
  • Napoleon Osang Bessong Continuing Education and Development Studies, Faculty of Vocational and Entrepreneurial Education, University of Calabar, Calabar, Nigeria
  • Ojong Rose Ayiba Continuing Education and Development Studies, Faculty of Vocational and Entrepreneurial Education, University of Calabar, Calabar, Nigeria
  • Micheal Obi Odey Department of Social Studies Education, Faculty of Arts and Social Science Education, University of Calabar, Nigeria
  • Joseph Abang Odok Department of Philosophy, University of Calabar, Calabar, Nigeria
  • Lucy Obil Arop Department of Guidance and Counselling, Faculty of Educational Foundation Studies, University of Calabar, Calabar, Nigeria
  • Odey Samuel Eburu Curriculum and Teaching Department Faculty of Educational Foundation Studies University of Calabar, Calabar, Nigeria
  • Eturky Eborty Egbonyi Department of Environmental Education, Faculty of Arts and Social Science Education, University of Calabar, Calabar, Nigeria
  • Akomaye Agwu Undie Department of Guidance and Counselling, Faculty of Educational Foundation Studies, University of Calabar, Calabar, Nigeria
  • Bernard Atrogor Oko Curriculum and Teaching Department Faculty of Educational Foundation Studies University of Calabar, Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2025.13.02.5

Keywords:

Assistive digital resources, students with intellectual disabilities, learning, students, cross river state, akwa ibom states, inclusive education, special schools

Abstract

Aim: Understanding how these digital resources are being utilized in special education contexts is essential to improving learning outcomes and bridging the digital divide for students with intellectual disabilities. The study examined the use of assistive digital resources to enhance learning for students with intellectual disabilities in Cross River and Akwa Ibom States, Nigeria. Five study objectives were stated to guide the research. Five research questions were formulated, and three hypotheses were stated. A literature review was conducted in line with the study variables.

Method: This study adopted a descriptive survey research design. The area of the study is Cross River and Akwa Ibom States. The population of this study comprises all six special education and inclusive schools in Cross River and Akwa Ibom States—709 teachers, school heads, and education officers were directly involved in teaching or supporting students with intellectual disabilities—3,020 Students with intellectual disabilities (where possible, for observational data). A multi-stage sampling technique was used. A purposive sampling was used to select 4 LGAs, stratified sampling was used, and a simple random sampling technique was used. The instrument for data collection is a questionnaire, which was validated by experts in Measurement and Evaluation at the University of Uyo. The instrument was subjected to test reliability using the Cronbach Alpha reliability method. The test result revealed a reliability index of 0.81. Data from the questionnaire was analyzed using descriptive statistics (mean, frequency, percentage) and inferential statistics (Pearson correlation, independent t-test) to test the hypotheses.

Results: The results revealed a significant relationship between the availability of assistive digital resources and their utilization level in teaching students with intellectual disabilities. There is also a significant relationship between the use of assistive digital resources and the learning outcomes of students with intellectual disabilities. There is a significant difference between urban and rural schools in the availability of assistive digital learning tools for students with intellectual disabilities.

Conclusion: Based on the study's results, it was concluded that there is a significant relationship between the availability of assistive digital resources and their level of utilization in teaching students with intellectual disabilities. There is also a significant relationship between the use of assistive digital resources and the learning outcomes of students with intellectual disabilities. There is a significant difference between urban and rural schools in the availability of assistive digital learning tools for students with intellectual disabilities.

Recommendation: Schools and disability support centers should implement peer-mentoring programs and anti-drug clubs that empower students to resist negative peer pressure.

References

Edyburn DL. Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learn Disabil Q 2020; 33(1): 33-41. DOI: https://doi.org/10.1177/073194871003300103

Al-Azawei A, Serenelli F, Lundqvist K. Universal Design for Learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. J Scholarsh Teach Learn 2024; 16(3): 39-56.

American Association on Intellectual and Developmental Disabilities (AAIDD). Intellectual Disability: Definition, Classification, and Systems of Supports. 11th ed. Washington, DC: AAIDD; 2010.

Ajuwon PM. Inclusive education for students with disabilities in Nigeria: Benefits, challenges, and policy implications. Int J Spec Educ 2018; 23(3): 11-16.

Okonkwo CA, Ndubuisi ME. Assistive technology and its utilization in enhancing learning among children with special needs in Nigeria. Br J Educ 2025; 3(7): 1-9.

Abang TB. Inclusive education and assistive technology in Nigerian classrooms: Challenges and prospects. J Spec Educ Rehabil 2020; 21(3): 45-56.

Eze TI, Eze CU. Challenges to implementation of inclusive education in Nigeria. Int J Educ Res 2024; 4(8): 123-36.

Federal Republic of Nigeria (FRN). National Policy on Education. 6th ed. Lagos: NERDC Press; 2013.

Ozoji ED. Inclusive education in Nigeria: Policy and practice. J Niger Acad Educ 2025; 11(1): 1-15.

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington, DC: APA; 2013. DOI: https://doi.org/10.1176/appi.books.9780890425596

World Health Organization. World Report on Disability. Geneva: WHO Press; 2021.

Schalock RL, Borthwick-Duffy SA, Bradley VJ, Buntinx WHE, Coulter DL, Craig EM, et al. Intellectual Disability: Definition, Classification, and Systems of Supports. 11th ed. Washington, DC: AAIDD; 2010.

Al-Azawei A, Serenelli F, Lundqvist K. Universal Design for Learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. J Scholarsh Teach Learn 2023; 16(3): 39-56. DOI: https://doi.org/10.14434/josotl.v16i3.19295

Obi TC, Salawu MO. Bridging the Digital Divide in Special Needs Education: A Policy Perspective. J Incl Educ 2022; 10(2): 45-58.

Akintunde A. Digital Inclusion and the Learning Outcomes of Students with Disabilities in Nigerian Schools. Ibadan: Heritage Publishers; 2024.

UNESCO. Global Education Monitoring Report 2020: Inclusion and Education - All Means All. Paris: UNESCO Publishing; 2020.

Rose DH, Meyer A. Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD); 2022.

Adeoye IA, Adeoye AO. Digital literacy skills of special education teachers for effective teaching and learning in Kwara State, Nigeria. J Educ Pract 2019; 10(3): 87-94.

Chai CS, Koh JHL, Teo YH. Enhancing and modeling teachers’ design beliefs and practices for 21st-century learning. Educ Technol Soc 2017; 20(1): 220-32. https://www.jstor.org/stable/90002173

Hallahan DP, Kauffman JM, Pullen PC. Exceptional Learners: An Introduction to Special Education. 14th ed. Boston: Pearson; 2019. DOI: https://doi.org/10.1093/acrefore/9780190264093.013.926

Downloads

Published

2025-07-05

How to Cite

Akin-Fakorede, O. O. ., Ironbar, V. E. ., Inaku, J. F. ., Ekpo, M. E. ., Umoh, M. S. ., Nakanda, E. V. ., Agbade, O. P. ., Bessong, C. D. ., Bessong, N. O. ., Ayiba, O. R. ., Odey, M. O. ., Odok, J. A. ., Arop, L. O. ., Eburu, O. S. ., Egbonyi, E. E. ., Undie, A. A. ., & Oko, B. A. . (2025). Exploring the use of Assistive Digital Resources in Enhancing Learning for Students with Intellectual Disabilities in Cross River and Akwa Ibom States, Nigeria. Journal of Intellectual Disability - Diagnosis and Treatment, 13(2), 161–177. https://doi.org/10.6000/2292-2598.2025.13.02.5

Issue

Vol. 13 No. 2 (2025)

Section

Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
Crossref
Scopus
Google Scholar
Europe PMC