The use of assistive technology in the school-based instruction for children with specific learning disorders: the case of Cameroon and Canada

Yonge, Blessed Mbu Molua (2022) The use of assistive technology in the school-based instruction for children with specific learning disorders: the case of Cameroon and Canada. Masters thesis, Memorial University of Newfoundland.

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Abstract

Children with specific learning disorders (SLD) face numerous challenges in their education. Various forms of support and accommodations are needed to help them. One of such support is the use of assistive technology (AT). AT helps them to carry out certain tasks which they could not do before. It is against this background that this study was aimed at critically exploring and comparing the use of AT in the school-based instruction of children with SLD in Cameroon and Canada. The qualitative comparative case study design was used for the study. The two geopolitical locales were selected using critical case purposive sampling. Twenty-four documents were selected and analyzed with ten emergent themes using document analysis leading to a comparison of both countries in terms of the use of AT. The results of the study show that AT is available for use in both countries with unmet needs and that there exist laws, policies, and legislations in both countries to control access and provision of AT. However, some differences were found in terms of the availability of assistive devices programs and funding sources amongst others. Recommendations were given such as increase of funding in provision of AT and constantly revising and improving the implementation of the existing laws, policies, and legislations for AT access and provision. Implications for practice and further research were also proposed.

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