PHYSICALLY CHALLENGED

This study titled “A Study on the Role of Assistive Technology in Enhancing Digital Skills Acquisition Among Physically Challenged Persons” investigates how assistive technologies influence digital learning, productivity, and inclusion among physically challenged Persons in the Ugbowo–Egor axis of Benin City, Edo State. The study employed a descriptive survey design, with data collected through structured questionnaires administered to 100 Persons, of which 90 valid responses were analyzed using descriptive and inferential statistics (SPSS v26). Findings revealed a moderate level of awareness of assistive technologies but low accessibility due to cost, inadequate awareness, and poor infrastructural support. Despite these challenges, results showed that the use of assistive tools such as voice commands, adaptive keyboards, and screen readers significantly improved Persons’ digital learning outcomes, confidence, and productivity. Correlation analysis (r = 0.684, p < 0.05) confirmed a strong positive relationship between assistive technology use and digital skill acquisition. The study concludes that assistive technologies are critical enablers of digital inclusion and economic empowerment for persons with disabilities. It recommends targeted government funding, awareness campaigns, inclusive ICT training, and the development of affordable, locally adaptable assistive tools to bridge the accessibility gap and advance sustainable digital participation for physically challenged Persons.

The subject matter of this research work is the problems of the education of the physically challenged in Nigeria. A case study of Oredo Local Government Area of Edo State. The total population of this study was two hundred and sixty-seven (267) persons, using a simple random sampling technique, the numbers of respondents became one hundred (100). Four research questions were formulated to guide the study, from which the questionnaire was designed. From the analyzed data, it showed that the problems of educating the physically challenged students in schools include; Unequipped teachers, lack school facilities, attitude of non-disabled students towards physically handicapped student. That the identify the conditions for educating physically challenged students include; facilities like braille reading materials, measurement kits for the visually impaired, hearing aids for hearing impaired. That the instructional resources provided for the education of the physically challenged include; Accessible Instructional Materials (AIM), National Instructional Materials Access Centre (“NIMAC”), it was revealed that there are specialized teachers, equipped classrooms, and facilities. That government should ensure that the classroom is arranged in such a manner that the physically challenged child can move above the classroom with minimum stress, extra time should be given to students to enable them conclude assigned functions and for carrying out assignments and tests