The E-Learning System and Student with Disabilities - Research Paper Example

?The E-Learning System and with Disabilities Introduction The speedy evolution of information and communication technologies (ICTs) has more than impacted upon businesses; more importantly, it has change the way members of society conduct their daily lives, how they work, entertain themselves, communicate with each other, and learn. The constantly renewing technologies are also having an impact on those people who were formally marginalized because of their physical or mental circumstances. For instance, people who are blind are now enabled to read using text-to-speech technology; deaf individuals gain the capability to communicate using chat programs; and people who are disabled from the use of their hands or arms particularly in communicating and writing are now using dictation software (Fichten, et al. 241). In the field of education, e-learning – that is, the use of ICT in education – are extensively use by modern mainstream teaching institutions and professionals. ICT’s potential as a teaching tool has so far proven highly effective in facilitating learning for regular students, however its use in special education has still to be fully explored. Context/Problem The inclusion of students with various disabilities not only physically, but also those with mental disabilities, provides huge opportunities for ICT use; however, there are also a number of barriers to the effective use of e-learning for those with special education needs. Shah (8) cited a number of issues encountered that interfere in the adoption of ICT devices and systems for teaching the disabled. Parents and other parties have raised concerns regarding the manner in which students with disabilities are served in online learning environments. There is a lack of consistency in policies on a state-to-state and district-to-district level in the provision of special education and related services to students with disabilities in online environments. Major gaps exist in basic and advanced accessibility for students with disabilities; for instance, online learning has been identified as a graduation requirement by some states, creating a significant issue on the potential violation of civil rights. Educators working online with students have also exhibited inadequate training even for regular education teachers; more so, educators who teach students with disabilities are totally bereft of that special preparation in the unique competencies required in this field. There is furthermore an absence of national data that supports a comprehensive understanding of those students with disabilities who have undergone e-learning. Finally, there is a noticeable lack of effort in determining the particular needs of students with disabilities and their parents that would provide a crucial basis for the more effective design of an appropriate e-learning program (Shah, 8). For these reasons, the current study addresses the problem: What are the specific implications of e-learning for individuals with disabilities, and how may e-learning programs for the disabled be made more effective? The results of the study are seen to significantly contribute to the further understanding of e-learning program design and policy formulation, in a manner that provides the greatest benefit to persons with disabilities. Key Terms Disabilities – A physical or mental condition that limits a person’s movements, senses or activities (Merriam Webster) E-learning – Learning with the assistance of information and communication technology devices and systems Information and Communication Technology (ICT) – Refers to technologies that provide access to information through telecommunications; more than just information technology, ICT emphasizes on communication, including the internet, wireless networks, cell phones and similar media (TechTerms.com). Online learning – Another term for e-learning, is a form of distance education delivered over the internet and may be accessed from a computer with a web browser (Keystone College). Special Education – Education of physically or mentally handicapped children whose needs cannot be met in an ordinary classroom (Merriam Webster) Statement of Hypothesis Hypothesis 1: The accessibility of e-learning programs for disabled individuals is significantly related to their academic performance. The most direct and immediate outcome of e-learning is improved scores or ratings in the academic performance of the learners. This does not refer to the standardized grading system of regular education programs, but assessment that is tailored to the nuances of the performance of the disabled learners. Hypothesis 2: The accessibility of e-learning programs for disabled individuals is significantly related to their self-reliance and independence in daily functions. In the medium term, the elements of the e-learning programs are expected to address the needs of learners in their capacity to function normally in their daily skills. The eventual aim of all skills development for the disabled is to enable them to minimalize their disabilities, thereby becoming self-reliant and independent to the same degree as individuals without disabilities. Hypothesis 3: The accessibility of e-learning programs for disabled individuals is significantly related to opportunities for their economic livelihood. Aside from being able to function independently in the skills level, a major goal is to develop in e-learners with disabilities the capability to become economically independent. E-learning programs should develop skills in disabled e-learners that eventually make them employable or self-earning. Method of Data Collection: The study relies on both primary and secondary, quantitative and qualitative data. Secondary data is very useful in this case where the time duration of the study is limited, because there are historical developmental elements that may not be captured by a real-time assessment at the moment. Secondary data will be garnered from the databases and records of e-learners in past programs; quantitative data will be seen in the scores and ratings of evaluative instruments, while qualitative testimony will be obtained from e-learning instructors concerning their first-hand experience with disabled learners. In order to establish the conditions obtaining at present, primary data shall be obtained by a wide area survey conducted among a representative sample of present and past e-learning instructors, parents/guardians who directly cared for these learners, and those among the disabled e-learners who are capable of lucidly rendering their opinions (e.g. those who are physically disabled). The survey shall be a combination of close-ended and open-ended questions; it shall be conducted both personally and online by Survey Monkey, a commercial survey site. Method of Analysis: The study employs both quantitative and qualitative data analyses. Included among the quantitative methods are the resolution of the three hypotheses; these are tests of significant relationship, which shall be addressed by simple linear bivariate regression. The measures shall be determined by the nature of the dependent variable: the scores or grades garnered in the first hypothesis; the level of dexterity of the skills being measured in the second hypothesis; and the income level or economic improvement acquired in the third hypothesis. Establishment of the exact units of measure shall be done in consultation with practitioners, administrators, and families of the e-learners. Qualitative analysis shall be conducted on information gathered from the open-ended questions in the survey, as well as clarificatory interviews to be inducted among family, caretakers, administrators, the e-learners themselves, and in particular the e-learner instructor. Summary The study aims to draw insights into the accessibility of ICT-based learning for disabled individuals, and examine the particular benefits and special problems of e-learning as it applies to the individuals with disabilities. From these insights, the authors intend to arrive at viable recommendations that would enhance the beneficial impacts of ICT in special education for the disabled, while mitigating the negative effects or eliminating the barriers to effective implementation. The study proposes to test the relationship between the availment of e-learning programs and the impact on students with regard to measurable academic performance, personal skills leading towards independence and self-reliance, and eventual economic independence. Problems concerned with improving accessibility shall also be addressed. References Blackmore, C.; Van Duerzen, E.; & Tantam, D. (2006) E-Learning vs. Traditional Teaching Methods. Idea Group Inc. 174-178 Bunning, K.; Heath, B.; & Minnion, A. (2009) Communication and Empowerment: A Place for Rich and Multiple Media? Journal of Applied Research in Intellectual Disabilities. 22, 370-379. El Emary, I, & Hussein, K (2012) , 'Analyzing The Various Aspects Of E-Learning Modules For The Hearing Impaired Students', International Journal Of Academic Research, 4, 3, pp. 122-130, Academic Search Complete, EBSCOhost, viewed 12 October 2013. 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