An assessment of the role of technology in bridging learning gaps for students with disabilities in Offa LGA, Kwara State.
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Background of the Study
The integration of technology in education has emerged as a transformative force in bridging learning gaps, particularly for students with disabilities. In Offa LGA, Kwara State, the deployment of technological tools has become critical in creating an inclusive and adaptive learning environment. Technology offers innovative solutions that cater to diverse learning needs by providing personalized instruction, interactive resources, and alternative communication methods (Lawal, 2023). For students with disabilities, digital tools such as assistive software, online learning platforms, and multimedia resources enable them to access educational content in formats that suit their unique needs. These technological interventions have the potential to significantly improve academic performance and engagement, thereby reducing the disparities often experienced in traditional classrooms. In Offa LGA, various initiatives have been introduced to integrate technology into the educational framework, reflecting a broader commitment to modernizing teaching methods and promoting inclusive practices (Tijani, 2024). Despite these advancements, challenges persist, including limited ICT infrastructure, high costs of technology, and inadequate teacher training. Such obstacles hinder the widespread adoption and effective utilization of digital tools in educational settings (Afolabi, 2025). This study seeks to assess the role of technology in bridging learning gaps for students with disabilities in Offa LGA by examining the availability, usage, and impact of technological interventions. It will explore how technology can be leveraged to provide equitable learning opportunities and improve overall educational outcomes. The research will also consider the barriers to effective technology integration and propose strategies to overcome them. Through a comprehensive evaluation of current practices, the study aims to offer evidence-based recommendations for enhancing the use of technology in supporting students with disabilities, ensuring that they can benefit from a more inclusive and modern educational system (Lawal, 2023; Tijani, 2024).
Statement of the Problem
Despite the transformative potential of technology in education, its implementation in Offa LGA, Kwara State, is fraught with challenges. A major issue is the inadequate infrastructure in many schools, which results in limited access to essential digital tools and reliable internet connectivity. This shortfall prevents students with disabilities from fully benefiting from assistive technologies (Afolabi, 2025). Additionally, many educators lack sufficient training on how to effectively integrate technology into their teaching practices, leading to underutilization or improper application of available resources. The high costs associated with acquiring and maintaining advanced technological tools further restrict their use in under-resourced schools. The digital divide, characterized by unequal access to technology among different student groups, remains a significant barrier. Consequently, despite various initiatives promoting ICT integration, the actual impact on bridging learning gaps is limited. This study intends to investigate these challenges by analyzing the factors that hinder effective technology use in educational settings for students with disabilities in Offa LGA. By identifying these obstacles and exploring potential solutions, the research aims to propose strategies that will enhance technology integration, thereby improving learning outcomes and promoting a more inclusive educational environment (Afolabi, 2025; Lawal, 2023).
Objectives of the Study
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To evaluate the current role of technology in addressing learning gaps for students with disabilities.
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To assess the challenges associated with implementing technological interventions.
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To recommend strategies for improving technology integration in Offa LGA.
Research Questions
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How is technology being used to bridge learning gaps for students with disabilities?
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What challenges hinder effective technological integration in classrooms?
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How can the implementation of technology be optimized to enhance learning outcomes?
Research Hypotheses
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There is a significant relationship between technology use and improved academic performance in students with disabilities.
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Inadequate infrastructure negatively impacts the effectiveness of technology in education.
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Comprehensive teacher training enhances the successful integration of technology.
Significance of the Study
This study is significant as it examines the role of technology in bridging learning gaps for students with disabilities in Offa LGA, Kwara State. By identifying infrastructural, training, and implementation challenges, the research offers actionable insights for educators and policymakers to enhance digital integration. The findings aim to foster more inclusive and effective educational practices, ensuring equitable learning opportunities for all students (Lawal, 2023; Tijani, 2024).
Scope and Limitations of the Study:
The study is limited to assessing the role of technology in bridging learning gaps for students with disabilities in Offa LGA, Kwara State. It focuses on technological integration, infrastructural challenges, and teacher training within this context.
Definitions of Terms
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Technology: Digital tools and resources used to enhance teaching and learning.
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Learning Gaps: Discrepancies in academic performance between different student groups.
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Assistive Technology: Specialized devices and software designed to support students with disabilities.
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