Speaker
Description
Ifeoma, A. A.
Federal College of Education (Special) Oyo
ajobiewe.anthonia034@fcesoyo.edu.ng
Track: Digital Pedagogy and Teaching Innovation
As education and work settings become more digital, visually impaired teenagers in Nigeria still face a serious risk of being left behind. As a substitute of benefiting fully from modernization, many continue to experience barriers to access, participation, and skill development. This demonstrates the importance of integrating assistive technology into education in practical ways that support inclusion, equity, and meaningful use. Using the social model of disability and transition theory, this paper examines the challenges that affect learners with visual impairment as they move from school into vocational training and employment. It highlights a clear gap between the assistive technology provided in schools, the demands of post-school vocational education, and preparation for employment. The paper also identifies limited inclusion in TVET settings and insufficient support for teachers involved in vocational and employment education as key factors weakening successful inclusion. To respond to these issues, the paper proposes a whole assistive technology system approach that connects education, employment, and career development during the transition to adulthood. It argues that both special education teachers and vocational educators need proper training in the use of assistive technology. The paper also stresses the need for affordable, locally relevant solutions that can widen workforce participation.
Relating school-based assistive technology support with employment-focused interventions, the paper offers a broader understanding of inclusion. It concludes that the systematic use of assistive technologies does more than improve access; it strengthens development, supports employability, and empowers visually impaired young people to participate more fully in society.