Diyaolu, Idowu2022-08-172022-08-172022-09http://hdl.handle.net/11599/4260PCF10 Sub-theme: Promoting Equity and Inclusion // Studies have shown that Persons with Special Needs (PSN) are given poor attention and faced with marginalization in developing countries like Nigeria. Through assistive and adaptive technologies, PSN can move about, drive, sew clothes, knit, and weave, like other able-bodied. Most institutions engage in Work-Based Learning (WBL) in clothing and textiles vocation. They need assistive technology to make them excel in their chosen carrier. The study examined work-based learning tools in clothing and textiles, assessed the monitoring strategies employed in WBL and advocated for the inclusion of assistive technology for PSN. The study was carried out in three Special higher educational institutions in Nigeria. A mixed-method approach was adopted in the study. Purposive sampling was used to select students with special needs (81), WBL facilitators (16) and institution management staff (7). Primary Data was collected using questionnaires and interview schedules and analyzed using frequency and percentage. The results showed that the sewing equipment needed for clothing construction was available and functional in the WBL centres, however, Computer-Aided Designs (x ̅=0.5) and assistive technology (x ̅=0.25) were not available. Internet facilities and electronic learning were not functional. Finance was a major factor that affected the participation of PSN in the training centres. The high cost of learning materials (x ̅=2.32), and transportation fees (x ̅=2.03) to training centres influenced their learning. The study advocated for assistive technology in the WBL centres to make learning inclusive for PSN. Financial support for internet facilities and electronic learning is also recommended. // Paper ID 5362enhttps://creativecommons.org/licenses/by-sa/4.0/Persons with Disabilities (PWD)Assistive TechnologiesWorkplace LearningInclusionWorking Paperhttps://doi.org/10.56059/pcf10.5362