52 COVID-19 as a catalyst for digital education and inclusive learning

Ip, Emma; Lall, Abhimanu; Appadoo, Geeta; Trifonova, Ivanina; Karia, Shriti; Shields, Lynn; Blackburn, Simon; Leonard, Amy

doi:10.1136/archdischild-2023-gosh.52

Cited by 1 publication

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“…Several studies have investigated the impact of online learning on students with disabilities, revealing both opportunities and challenges (Yıldız et al, 2022). For instance, the work of (Yuwono et al, 2022) highlights how online learning platforms can provide personalized learning experiences tailored to individual needs, thereby supporting students with a wide range of disabilities (Ip et al, 2023). Features such as screen readers, captioning, and adjustable text sizes can significantly enhance accessibility for students with visual or auditory impairments (Lazić et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Effect of Online Learning Platforms in Promoting Inclusive Education for Students with Disabilities

Panggabean,

Paramansyah,

Halim

et al. 2024

IETI

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This study assesses the effectiveness of online learning platforms in promoting inclusive education for students with disabilities. Utilizing a mixed-methods approach, the research combines quantitative data from surveys with qualitative insights from interviews and document analysis. The findings indicate that platforms with comprehensive accessibility features and Universal Design for Learning (UDL) principles significantly enhance educational outcomes and satisfaction for students with disabilities. However, disparities in satisfaction among different disability groups highlight the need for more tailored accommodations. Key themes identified include accessibility, usability, support, engagement, and persistent challenges. The study concludes that while online learning platforms have made significant strides, continuous improvement and stakeholder collaboration are essential for optimizing inclusivity and educational equity.

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