Availability and Utilisation of Assistive Technology in Special Education Schools in Niger State

This study assesses the availability and utilisation of assistive technology in special education schools in Niger State, North Central Nigeria. Assistive technology encompasses a broad range of devices and software designed to enhance the functional capabilities of persons with disabilities, including screen readers, hearing aids, communication boards, and mobility aids. With the rapid expansion of educational technology in Nigerian schools, questions have emerged about whether such advances are equitably reaching students with special needs, particularly in states with limited infrastructural development. A descriptive survey design is adopted, sampling administrators, teachers, and students across six special education schools in Minna and environs. Instruments include a researcher-developed inventory checklist and a structured interview guide. Quantitative data are analysed using frequency tables and percentages, while qualitative responses are subjected to content analysis. The study examines the types of assistive technology present in schools, frequency of use, staff competence in deployment, and barriers to effective utilisation including power supply inconsistency and maintenance deficits. Findings are expected to confirm significant under-utilisation of available devices due to inadequate teacher training and poor maintenance culture. Recommendations include targeted capacity building workshops for teachers and the establishment of an assistive technology maintenance fund within Niger State's Special Education budget. Findings will be valuable to the Universal Basic Education Commission and international donor partners funding disability-inclusive education initiatives in Nigeria. Keywords: assistive technology, special education schools, utilisation, Niger State, disability.