Open, Adapt, and Achieve Digital Doors to Learning: Exploring How E-Learning Platforms and Professional Growth Transform Learning for Students with Special Needs

Abstract

Aim of the Study: This study examines the integration of e-learning platforms for students with special needs in educational settings and how professional development training of educators, therapists, or other professionals influences the effective utilization of e-learning in the classroom for students with special needs.

Methodology: Through a systematic sampling technique, a sample of 250 special needs educators, therapists, or related professionals with a minimum of 3 years of experience in the field was selected. Self-constructed questionnaire based on 20 items on a 3-point Likert scale: ‘yes’, ‘no’, and ‘to some extent’, and its reliability was found to be very strong (Cronbach's Alpha = .844).

Findings: The study found that a significant difference was found in the academic performance and inclusivity of students with special needs with the integration of e- learning in academic settings, and the availability and participation of the educators, therapists, or other professionals in various forms of professional development positively influence the effectiveness of the incorporation of e-learning for students with special needs.

Conclusion: The study concludes that e-learning holds significant promise in enhancing academic outcomes and inclusivity for students with special needs and emphasizes equitable access to technology and training to fully harness the potential of e-learning for educators, therapists, or other professionals. Professional development, which is crucial to equip educators with the necessary skills to effectively use e-learning tools in special education, should be supported by upper management, policymakers, stakeholders, and the government.