This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire (TACUATQ)" was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders.

This study investigated the relationship among Information Communication Technology utilization, self-regulated learning and academic performance of prospective teachers. The ex-post facto design (correlation method) was employed for the study. The research subjects were 580 prospective teachers who were drawn using multi-stage sampling technique from University of Ilorin, Nigeria. Seven research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Information Communication Technology Utilization and Self-Regulated Learning Questionnaire (ICTUSRLQ)" was used for data collection. The instrument was administered on 60 selected prospective teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.79 that was obtained through the Cronbach's Alpha formula. Data were analysed with percentage, mean and rank order, t-test, Pearson Product Moment Correlation and multiple regression statistical tools. The findings revealed that prospective teachers have a high level of ICT utilization, self-regulation and academic performance; gender did not influence prospective teachers' ICT utilization, selfregulation and academic performance; there was a significant relationship between Information Communication Technology utilization and self-regulated learning and that there was a significant composite relationship among ICT utilization, self-regulation (elaboration, organization, critical thinking, metacognition, peer learning and help seeking) and academic performance of prospective teachers. The researchers recommended that self-regulation training and ICT competence capacity building workshops should be organized for prospective teachers in University of Ilorin.