Utilization of Digital Resources for Learning by Students with Intellectual Disabilities in Southern Nigeria

Authors

  • Virginia Emmanuel Ironbar Continuing Education & Development Studies, Faculty, of Vocational and Entrepreneurial Education, College of Education, University of Calabar University of Calabar, Calabar, Nigeria
  • Lawrence Nkpang Ekwok Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Mokutima E. Ekpo Faculty of Law, University of Calabar, Calabar, Nigeria
  • Joseph Enyia Ekpang Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Eric Ugor Ogri Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Benard Atrogor Oko Department of Curriculum and Teaching, Faculty of Education, College of Education, University of Calabar, Nigeria
  • Ojong Rose Ayiba Continuing Education & Development Studies, Faculty, of Vocational and Entrepreneurial Education, College of Education, University of Calabar University of Calabar, Calabar, Nigeria
  • Emmanuel Acha Onigah School of Business, Ulster University, Birmingham, UK
  • Ukam Ivi Ngwu Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Cecilia Akpana Beshel Continuing Education & Development Studies, Faculty, of Vocational and Entrepreneurial Education, College of Education, University of Calabar University of Calabar, Calabar, Nigeria
  • Agnes Ingiagar Ulayi Continuing Education & Development Studies, Faculty, of Vocational and Entrepreneurial Education, College of Education, University of Calabar University of Calabar, Calabar, Nigeria
  • Odey Samuel Eburu Department of Curriculum and Teaching, Faculty of Education, College of Education, University of Calabar, Nigeria
  • Mercy Lawrence Ekwok Department of Guidance and Counselling, Faculty of Educational Foundation Studies, College of Education, University of Calabar, Nigeria
  • Joseph Etim Amah Department of Environmental Resource Management, University of Calabar, Nigeria
  • Anthony Ekpoudo Department of Commercial Law and Industrial Law, Faculty of Law, University of Calabar, Calabar, Nigeria
  • Eni Eja Alobo Department of Public Law, Faculty of Law, University of Calabar, Calabar, Nigeria
  • Joseph Uguge Ikangkang Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Boniface Erungworo Odey Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Patience Eyo Abu Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Solomon Ugo Ugo Department of Mass Communication, Faculty of Arts, University of Calabar, Calabar, Nigeria
  • Amina Peter Adams Department of Social Studies Education, Faculty of Arts and Social Science Education, University of Calabar, Nigeria
  • Regina Anyungwu Achu Department of Curriculum and Teaching, Faculty of Education, College of Education, University of Calabar, Nigeria

DOI:

https://doi.org/10.6000/2292-2598.2025.13.02.9

Keywords:

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

Abstract

Aim: This study investigated the use of digital resources for learning among students with intellectual disabilities in Southern Nigeria.

Method: A descriptive survey design was adopted. The study involved 530 participants, including special education teachers, school administrators, and caregivers across six states in Southern Nigeria, selected through a multi-stage sampling technique. Data were collected using a structured questionnaire (DRUSEQ) with a reliability coefficient of 0.80. Descriptive statistics and Pearson's Product Moment Correlation were used for analysis.

Results: Findings revealed moderate availability of digital tools, particularly Smart Boards and text-to-speech software, but low and inconsistent usage among students with intellectual disabilities. Infrastructural and financial constraints were key barriers, with teacher training and student motivation also playing roles. While most stakeholders valued digital tools, a notable minority expressed skepticism. A statistically significant but weak positive relationship was found between digital resource usage and educators’ perceptions of student learning outcomes.

Recommendation: Greater investment is needed to provide assistive digital tools and address systemic issues such as funding, internet access, and technical support in special education settings.

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Published

2025-07-05

How to Cite

Ironbar, V. E. ., Ekwok, L. N. ., Ekpo, M. E. ., Ekpang, J. E. ., Ogri, E. U. ., Oko, B. A. ., Ayiba, O. R. ., Onigah, E. A. ., Ngwu, U. I. ., Beshel, C. A. ., Ulayi, A. I. ., Eburu, O. S. ., Ekwok, M. L. ., Amah, J. E. ., Ekpoudo, A. ., Alobo, E. E. ., Ikangkang, J. U. ., Odey, B. E. ., Abu, P. E. ., Ugo, S. U. ., Adams, A. P. ., & Achu, R. A. . (2025). Utilization of Digital Resources for Learning by Students with Intellectual Disabilities in Southern Nigeria. Journal of Intellectual Disability - Diagnosis and Treatment, 13(2), 237–253. https://doi.org/10.6000/2292-2598.2025.13.02.9

Issue

Vol. 13 No. 2 (2025)

Section

Special Issue: Fostering Inclusive Education and Psychological Wellbeing for Students with Intellectual Disabilities in Nigeria
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