Promoting Inclusive Classroom Management through Assistive Technologies for Students with Hearing Impairment in Ibadan Metropolis
Keywords:
Assistive Technologies, Inclusive Classroom Management, Hearing Impairment, Ibadan Metropolis, PromotionAbstract
This study explored the promotion of inclusive classroom management through assistive technologies for learners with hearing impairment (HI) in Ibadan Metropolis, Nigeria. Sample for the study comprised 385 secondary school teachers selected using stratified random sampling. Through a descriptive research design, data was collected by administering Assistive Technologies and Inclusive Classroom Management Questionnaire (ATICMQ) designed by the researcher. Simple linear regression and Pearson product-moment correlation were used for analyzing the study hypotheses. The use of AT and inclusive classroom management, according to the results were significantly positively correlated (r = 0.565, p < 0.001). Significant impact of teachers' AT proficiency on effective classroom management was also found (t=10.235, β=0.464, p<0.001). Moreover, availability of AT in schools had a significant influence on students' academic engagement (t=20.921, β=0.265, p<0.001). The study then concludes that assistive technology (AT) is important in creating inclusive classroom environments and improving learning outcomes for children with hearing impairments. The need to increase AT provision in schools, regular teacher training on inclusive practice for managing students with HI, and fundingappropriate
supportive policies are among the recommendations.
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