Innovative Approaches and Integrative Strategies in Teacher Education: Advancing Technology and Support for Learning Disabilities in Colleges of Education in North East, Nigeria

Abstract

This study investigates the use of innovative approaches and integrative strategies in teacher education, with a specific focus on enhancing technological support and providing assistance for students with learning disabilities in colleges of education in North East Nigeria. The study is guided by three main objectives: to examine the extent to which technology is integrated into teacher education for supporting students with learning disabilities; to analyze the attitudes of teacher educators towards inclusive teaching strategies, and to identify the challenges and opportunities in adopting technology-based solutions for learning disabilities, three research questions and hypotheses in line with the research objectives, A descriptive survey design was adopted for this study. The population comprised teacher educators and administrators across colleges of education in North East Nigeria, with a sample of 150 participants chosen via stratified random sampling. Data were collected using a structured questionnaire validated by educational experts. For data analysis, descriptive statistics and regression analysis were employed to examine the relationships among variables. Results indicate that while teacher educators show a positive attitude toward technology-based support for learning disabilities, the actual integration is limited due to resource constraints and lack of specialized training. Recommendations include prioritizing professional development in adaptive technology, increasing funding for inclusive education resources, and fostering partnerships with stakeholders to support students with disabilities effectively.