ADAPTING TO ABILITY: EDUCATORS' PERSPECTIVES ON THE BENEFITS AND CHALLENGES OF E-LEARNING FOR STUDENTS WITH SPECIAL NEEDS

Abstract

In the modern age of advanced technology, E-learning allows learners to access education anytime and anywhere, promotes flexibility, and supports personalized learning by adapting to individual student needs, learning styles, and speeds. For this purpose, this cross-sectional survey study was designed to investigate the benefits and challenges faced by educators of students with special needs. Through a systematic sampling technique, a sample of 250 special educators, remedial teachers, occupational therapists, physiotherapists, and related professionals was selected who were dealing with students with special needs for more than 3 years. A self-structured questionnaire, based on 36 items on a 3-point Likert scale, was used, with strong reliability (.878). Results reveal a significant difference among groups in the perceived benefits, significant at the .038 level with F = 2.572. Furthermore, for the challenges, the test indicates F = 7.969 (p = .000), indicating a statistically significant difference in the challenges faced by the participants across different groups. This study provides a foundation for future research and policy frameworks aiming to create a more inclusive learning environment by incorporating e-learning for students with special needs. The study suggests implementing regular feedback mechanisms that can evaluate the effectiveness of e-learning practices in special education. Further, by using this data, the educational leaders can refine training programs and instructional strategies, ensuring they meet the evolving needs of students. In addition, there is a need to allocate funds and resources for further research related to the challenges and successes of e-learning in special needs education, to provide insights into best practices and emerging trends, informing policy and practice