ICT Utilisation Among Teachers of Students with Special Needs in Inclusive Schools in Plateau State, North Central Nigeria

This study examines the extent to which teachers in inclusive schools in Plateau State, North Central Nigeria utilise ICT tools in supporting students with special educational needs. Inclusive education policy in Nigeria mandates the accommodation of learners with physical, cognitive, and sensory impairments in mainstream schools, and assistive technologies can significantly enhance instructional access for these learners. A descriptive survey design was used, sampling 80 special and regular education teachers from fifteen inclusive schools across Jos North, Mangu, and Shendam Local Government Areas. A validated questionnaire assessed ICT tool awareness, utilisation levels, training backgrounds, and perceived barriers. Findings indicate low utilisation of assistive technologies, with most teachers relying on basic chalkboard instruction even for learners with visual or hearing impairments. Awareness of text-to-speech software, screen readers, and hearing loop systems was minimal. Key barriers include absence of inclusive ICT training in teacher preparation, inadequate device provision, and insufficient funding for assistive technology procurement. The study recommends that the Plateau State Special Education Unit coordinate with the Universal Basic Education Board to embed assistive technology modules in special education teacher training and to procure appropriate assistive devices for inclusive schools. Keywords: assistive technology, inclusive education, special needs, Plateau State, ICT utilisation