Management of Educational Technology Resources in Special Education Schools in Kaduna State, North West Nigeria

This study investigates the management of educational technology resources in special education schools in Kaduna State, North West Nigeria. Learners with disabilities require access to appropriately managed assistive and instructional technology resources to achieve meaningful learning outcomes, and resource mismanagement can severely undermine inclusive education policy goals. A descriptive survey design was employed with a sample of 50 school administrators and 70 special education teachers from government-approved special education schools in Kaduna, Zaria, and Kafanchan. A validated questionnaire assessed procurement processes, resource utilisation policies, maintenance records, and teacher access to assistive devices. Findings reveal fragmented procurement without needs assessment foundations, minimal device maintenance culture, and very low teacher access to assistive technologies. Resource allocation decisions are largely driven by donor availability rather than learner needs. The study recommends that the Kaduna State Ministry of Education establish a Centralised Special Education Technology Unit responsible for needs-based procurement, maintenance, and equitable resource distribution across all special education schools in the state. Keywords: educational technology management, special education, Kaduna State, assistive technology, resource allocation