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ABSTRACT
The aim of this study was to assess the influence of assistive technology on the teaching and learning of secondary school students with disabilities in Benin city. Survey research design was adopted and a total of 50 questionnaires were administered to special education teachers in public senior secondary schools.
The findings from the study revealed that Gender does not significantly impact the use of assertive technology in teaching students with disabilities, with no significant difference observed between male and female teachers, Assertive technology plays a crucial role in enhancing the educational experience for students with disabilities, The findings indicate that assertive technology has the potential to improve learning outcomes and promote inclusivity in educational settings catering to students with disabilities.
The study demonstrates the significance of assistive technology in special education, with teachers showcasing a high level of competence in its use. The findings underscore the positive impact of assistive technology on teaching students with disabilities, irrespective of gender. This study contributes to knowledge by demonstrating the significant influence of assertive technology on teaching students with disabilities, regardless of gender
