Assistive Technology and Cognitive Development of Children with Special Needs: Implication on Science Learning in Early Childhood Education

Abstract

Assistive Technology (AT) plays a transformative role in enhancing the cognitive development of children with special needs, such as those with intellectual impairments, dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD). Assistive technological tools such as Speech-Generating Devices (SGDs), Artificial Intelligence (AI)-powered Adaptive Learning Platforms (ALP) and Brain-Computer Interfaces (BCIs) help improve memory, executive function, problem-solving, language acquisition and early childhood science learning skills. This study explores the theoretical foundations, cognitive benefits, implementation challenges and future directions of assistive technology in science teaching and learning in early childhood education. The study employed a correlational study and utilized purposive sampling technique. The population of the study comprised children with special needs in selected privately owned early childhood/special education schools. The sample consists of 30 children with various impairments guided by their caregivers, found in various privately owned early childhood/special education centres surveyed, in Ikeja Local Government Area of Lagos State. The study was guided by three (3) objectives and three (3) hypotheses. Instrument for data collection is researcher developed questionnaire titled Assistive Technology Special Needs Children Questionnaire (ATSNCQ). The instrument was validated by experts in the department of special needs education and early childhood/primary education. The instrument's reliability was assessed using the splithalf method and subsequently subjected to analysis using Cronbach’s Alpha (α) method, which yielded a correlation coefficient of 0.72 (α= 0.72) indicate that the instrument is reliable for the study. Correlational statistical method was used to analyze the data collected.