Teacher Perspectives on Effectiveness of Assistive Technology in Supporting Children with Dyslexia Learning Disabilities in Ogun State, Nigeria

Assistive Technology for Children with Learning Disabilities (ATCLD) was developed in response to language and math challenges faced by dyslexic students at Adeola Odutola College. This development follows a needs assessment and focuses on upper secondary schools 1–3. As explained above, assistive technologies (ATs) are commercially available, adapted, or modified to improve, maintain, or enhance the functional abilities of children with disabilities. Unlike many schools in Nigeria, Adeola Odutola College enrolls students diagnosed with learning disabilities and trains them in a mainstream teaching and learning environment. Similarly, the Ministry of Education notes that the Nigerian classroom has diverse students with different abilities and students with special educational needs are often enrolled in mainstream schools. In response to the described dilemma, this study developed a tagged ATCLD with text-to-speech skills that enable compensatory learning that emphasizes repetition. The ATCLD effort followed the following methodology. This means that younger children can create new schemas of information. In addition, text-to-speech and text-to-speech assistive technologies widely used for input and output in this research will be expanded in the future.