Dr Dumo Patience Bobmanuel & Dr Joy Wanwuri Bright-George
Abstract
Technology-driven rehabilitation has emerged as an important strategy for supporting learners with developmental disabilities across the world. In Nigeria, increasing awareness of inclusive education and the rights of persons with disabilities has encouraged the adoption of assistive technologies, digital learning tools, and rehabilitation innovations for children with autism spectrum disorder, dyslexia, intellectual disabilities, speech disorders, and other developmental conditions. This paper examines the relevance, opportunities, challenges, and future prospects of technology-driven rehabilitation for learners with developmental disabilities in Nigeria. The paper argues that technology can improve communication, academic participation, social integration, cognitive development, and independence among learners with developmental disabilities when properly implemented. The study further highlights the role of teachers, parents, rehabilitation specialists, policymakers, and non-governmental organizations in promoting inclusive technological interventions. Despite the numerous advantages of technology-driven rehabilitation, barriers such as poor funding, inadequate infrastructure, lack of trained professionals, epileptic power supply, digital illiteracy, poverty, and limited policy implementation continue to hinder progress in Nigeria. The paper recommends stronger government commitment, localized technological innovations, teacher training, public-private partnerships, and increased awareness campaigns to ensure effective rehabilitation services for learners with developmental disabilities in Nigeria.