Effect of assistive technology and training on academic performance among college students with physical disabilities at Presbyterian College of Education, Akropong-Akuapem, Ghana.

The  study  examined  how  assistive  technology  type  and  training  affected  physical disability  students'  academic  performance  at  the  Presbyterian  College  of  Education  in Akropong-Akuapem. The study found that screen readers, braille displays, and speech-to-text improved academic achievement. Participants employing these technologies had significantly  higher  post-test  results  than  pre-test  scores.  The  study  also  found  that assistive technology training improved academic achievement. The trained experimental group had higher mean pre-and post-test scores than the control group. This emphasises the  need  for  extensive  training  to  maximise  assistive  technology  benefits  for  students with physical disabilities. Voice recognition technology improved academic performance slightly, but not significantly. This technology may need more research and development to promote academic performance in this environment. This study adds to the evidence that assistive technology and training improve college students' academic performance with  physical  limitations.  To  develop  inclusive  learning  environments  and  promote equitable  opportunities  for  students  with  disabilities,  teachers  and  institutions  must carefully choose and implement assistive technology and training initiatives. The report recommends  integrating  assistive  technology  into  schools  to  help  students  succeed. Future studies should examine the efficacy of diverse assistive technologies and training methods and solve implementation issues.

Keywords: academic  performance,  assistive  technology,  physical  disability,  teacher training