DIGITAL LEARNING APPLICATIONS AND THEIR POTENTIAL FOR INCLUSIVE EDUCATION OF STUDENTS WITH HEARING IMPAIRMENTS IN NIGERIAN SCHOOLS

Abstract

The integration of digital learning applications (DLAs) into special education presents a significant
opportunity to bridge the educational gap for students with disabilities. In Nigeria, the potential of these
tools for students with hearing impairments or deaf remains largely underexplored. This mixed-methods
study investigated the availability, accessibility, utilization, and perceived potential of DLAs for fostering
inclusive education for deaf students in Ilorin, Kwara State, Nigeria. Data were collected from 45 teachers
and 60 senior secondary students across three purposively selected schools: To-Omo-Re Schools, Hill City
Schools, and the Kwara State School for Special Needs. Quantitative data from teachers were gathered
through structured questionnaire, while qualitative data from students through semi-structured interviews
and classroom observations.. The findings revealed a significant scarcity of specialized DLAs, with only
11.1% of teachers reporting seldom use and 2.2% consistent use of such applications. Major barriers
included a lack of teacher training (M=4.22), inadequate infrastructure (inconsistent electricity, lack of
devices), and a curriculum that does not integrate technology. Despite these challenges, 92% of teachers
and 85% of students expressed strong positive perceptions of the potential of DLAs to enhance engagement,
literacy, and independent learning. The study concludes that while the current state of DLA integration is
very low in schools, there is immense, untapped potential. It recommends a multi-stakeholder approach
involving government investment in infrastructure, targeted teacher professional development, and the
development of Nigerian sign-language-integrated digital content to transform the educational landscape
for deaf students in Nigeria.