Enhancing Classroom Participation Among Students with Special Education Needs and Disabilities in Ibadan Through Technological Devices

This study investigated enhancing classroom participation among students with Special Education Needs and Disabilities (SENDs) in Ibadan through Technological Devices. The use of technological devices to improve classroom participation of students with SENDs have been scarcely researched. Data on the use of technological devices and classroom participation were collected from 63 students using validated instruments and observation methods. Classroom participation was measured using a quantitative research design and a standardized scale that accounts for engagement, interaction, and contribution among the students. Technological devices usage was recorded through self-reporting, teacher observation, and technological tracking tools. Pearson Product Moment Correlation (PPMC) and Analysis of Variance (ANOVA) were used to analyze the relationship between technological devices and classroom participation among students with SENDs. Two hypotheses were generated and the result showed that there is a significant effect of technological devices on classroom participation among students with special education needs and disabilities (F = 3.947, p (0.001) < 0.05). The result also showed that there is a significant effect of technological devices on classroom participation among students with special education needs and disabilities (F = 3.947, p (0.001) < 0.05). It was therefore, concluded and recommended that technological devices should be incorporated into classroom activities of students with SENDs. Teachers and students should have access to technological devices to enhance effective teaching learning processes and classroom activities between teachers and students with SENDs.