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Item Assistive technology: a veritable tool in rehabilitating persons with special needs(Department of Special Education, University of Ibadan, 2016-07) Osisanya, A.Rehabilitation of persons with special needs requires holistic remediated and adjustment tools (strategies) which would accommodate the use of assistive, adaptive and rehabilitative devices, structurally designed to promote greater independence. These tools and strategies; commonly referred to as assistive technology would enable persons with special needs perform tasks that they were formerly unable to do or those ones they do with difficulty. Thus, comprehensive use of assistive technology provides the necessary enhancements to, or changing methods of interacting with the technology needed to accomplish any required task(s). Assistive technology would also enhance the process of rehabilitation and psycho-social adjustments as well as educational cum vocational performance of persons with special needs. Therefore, this paper highlights the kinds of rehabilitation options towards resolving the attendant educational, vocational and socio-emotional problems due to disabilities. The paper concludes with relevance of assistive technology as a veritable tool in rehabilitating persons with special needs. It also encourages comprehensive use of assistive technology as a complementary service-delivery mechanism in all the rehabilitation programmes and centres.Item Psychological factors as determinants of use and adjustment to assistive technology by students with hearing impairment in tertiary institutions in Oyo State, Nigeria(Department of Special Education, University of Ibadan, 2015-07) Osisanya, A.; Odili, J. N.Students with hearing impairment find it difficult to use and adjust to assistive technologies due to some psychological factors. This in turn tends to have great influence on their academic performance and psycho-social interactions with people around them. Consequently, this study, therefore, investigated some psychological factors as determinants of the use and adjustment to assistive technology by students with hearing impairment in tertiary institutions in Oyo State, Nigeria. Descriptive survey research design was adopted for the study, as purposive sampling technique was used to select the sixty respondents from two tertiary institutions in Oyo state. This study raised and answered three research questions tested at 0.05 level of significance. Multiple regression and Pearson's Product Moment Correlation (PPMC) were used as statistical methods of data analysis. The findings of this study revealed a significant relationship among the psychological factors: personality (r-0.402, P<0.05); self-esteem (r=0.309, P<0.05); and locus of control (r=0.800, P<0.05) on the use and adjustment to assistive technologies by students with hearing impairment in tertiary institutions. The study also established joint influence of the independent variables on the dependent variables (F=34.662, P<0.05). The results yielded a coefficient of multiple regression which implies that the three independent variables jointly accounted for the use and adjustment to assistive technology by students with hearing impairment. Personality factor (β=0.707, t-5.173, P<0.05); self-esteem (β=0.664, t=2.310, P<0.05); and locus of control (β=0.751, t=8.502, P<0.05) had relative influence on the use and adjustment to assistive technology by students with hearing impairment. Assistive technologies are effective in boosting the performance of students with hearing impairment in tertiary institutions. Therefore, the psychological factors of students with hearing impairment should be enhanced before introducing assistive technology. Students should be taught how to develop the right attitude towards the use of assistive technologies.