EFFECT OF ASSISTIVE TECHNOLOGY AND TRAINING ON ACADEMIC PERFORMANCE AMONG COLLEGE STUDENTS WITH PHYSICAL DISABILITIES AT PRESBYTERIAN COLLEGE OF EDUCATION, AKROPONG-AKUAPEM, GHANA

Ivy Danquah Perdison, Francis Kwame Anku, Brew Bright

Abstract


The study examined how assistive technology type and training affected physical disability students' academic performance at the Presbyterian College of Education in Akropong-Akuapem. The study found that screen readers, braille displays, and speech-to-text improved academic achievement. Participants employing these technologies had significantly higher post-test results than pre-test scores. The study also found that assistive technology training improved academic achievement. The trained experimental group had higher mean pre- and post-test scores than the control group. This emphasises the need for extensive training to maximise assistive technology benefits for students with physical disabilities. Voice recognition technology improved academic performance slightly, but not significantly. This technology may need more research and development to promote academic performance in this environment. This study adds to the evidence that assistive technology and training improve college students' academic performance with physical limitations. To develop inclusive learning environments and promote equitable opportunities for students with disabilities, teachers and institutions must carefully choose and implement assistive technology and training initiatives. The report recommends integrating assistive technology into schools to help students succeed. Future studies should examine the efficacy of diverse assistive technologies and training methods and solve implementation issues.

 

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academic performance, assistive technology, physical disability, teacher training

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References


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DOI: http://dx.doi.org/10.46827/ejse.v10i6.5563

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