EXPLORING THE EFFECT OF INCLUSIVE TECHNOLOGIES ON LEARNING OUTCOMES OF DIFFERENTLY ABLED PERSONS IN UNIVERSITY LIBRARIES IN NORTH EAST, NIGERIA

Abstract

This study explores the effect of inclusive technologies on the learning outcomes of differently-abled persons in university libraries across North-East Nigeria. The study population includes 350 differently-abled students and 50 library staff from five university libraries: University of Maiduguri, Abubakar Tafawa Balewa University, Modibbo Adama University, Taraba State University, and Gombe State University. Using a mixed-methods approach, data were collected through surveys, structured interviews, and observation. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative insights were analyzed thematically. The findings reveal that inclusive technologies, such as screen readers, braille materials, and assistive software, significantly enhance access to learning resources and improve academic performance among differently-abled students. However, challenges such as inadequate funding, inadequate staff training, and poor maintenance of assistive devices hinder their effective utilization. The study concludes that inclusive technologies have a transformative impact on the learning experiences of differently-abled students when adequately implemented and supported. The study recommends increased funding for acquiring and maintaining inclusive technologies, regular training programmes for library staff, and the development of comprehensive policies that prioritize inclusivity. Collaborative efforts among universities, government bodies, and non-governmental organizations are also emphasized to address systemic challenges and promote equitable access to education.