ROLES OF SUPPORT SYSTEMs FOR STUDENTS WITH LEARNING DISABILITIES IN EKITI STATE

Abstract

This study explores the development and optimisation of support systems for students with learning disabilities (LDs) in selected special schools in Ekiti State, Nigeria. Prompted by persistent challenges such as limited access to assistive technologies, insufficient teacher training, and weak stakeholder collaboration, the research evaluates existing support structures, identifies implementation challenges, and proposes strategies for enhancing inclusive education. A descriptive research design with a quantitative approach was adopted, involving 120 students selected through stratified random sampling. Data were collected using a structured questionnaire and analysed using descriptive statistics. Findings reveal that while foundational supports—such as visual aids, special educators, and counselling services—are generally available, significant gaps remain, especially in the provision of captioning services, speech-to-text software, and specialised technological tools. Communication barriers, inadequate collaboration between teachers and parents, and limited teacher training were highlighted as critical obstacles. Despite these limitations, support systems positively influenced academic performance, social integration, and emotional well-being. The study concludes that inclusive education can be strengthened through sustained investments in technology, teacher capacity building, enhanced school-family collaboration, and stronger policy enforcement. It offers a practical framework for improving support services and contributes to the broader discourse on inclusive education in resource-constrained environments.