Abstract
This was conducted to evaluate the effectiveness of computer-based instruction for special needs learners. The study examined how special education teachers implement computer technology to address the individual needs of students with mild and severe disabilities. The research focused on the connection between computer-based instruction and improved academic performance of learners with special needs. The study surveyed existing research on using computer-based learning with learners with special needs. Thus, it employed a systematic review approach to finding the most relevant sources to support the study’s findings. The findings of this study suggest that computer-based instruction positively impacts special needs students’ academic achievement by enhancing their attitudes toward technology and learning. This research suggests that computer-based instruction aids learners with disabilities to achieve success even in regular classrooms.
Keywords: Special needs, Learners, Computer-based technology, and Disabilities
Computer-Based Learning for Special Students
Specialized instruction is important for learners with special needs. Approximately 7 million students with disabilities attend regular classrooms with no inclusive teaching and learning methods across the globe (Singal, 2019). Besides, students with language or speech impairments and developmental learning make up most of these students. As a result, special needs students need various individualized learning since they differ in terms of challenges encountered in learning. Tlili et al. (2022) conducted a study involving 105 participants, which found that 24% of students with autism showed improved learning performance and motor skills through the interactive game-based learning method. Thus, computer-based instruction plays a key role in encouraging the development of knowledge and skills necessary for the academic and social performance of a learner with special needs. Additionally, Triepels et al. (2020) found that computer-based technology improved learners’ knowledge by 21% compared to traditional educational approaches. In essence, technology-assistive devices teach students in a manner that compensates for their disabilities. Therefore, this paper aims to assess the effectiveness of computer-based learning for special needs students.
Statement of the Problem
Many special students fail to reap educational benefits in traditional settings due to a lack of appropriate teaching approaches to address their diverse needs. Besides, learners with specific learning disabilities form the largest group of special students in today’s classrooms. Uerz et al. (2018) conducted a study revealing that most educators need the necessary knowledge to incorporate technology in teaching learners with special needs. Thus, the lack of inclusive education impacts the integrating of learners with special needs in regular classrooms. However, according to Cheng and Lai (2020), adaptive technologies support active learning, enabling special needs students to be as engaged as their ordinary counterparts in regular classrooms. Thus, this research aims to answer the following question:
What are the benefits of using computer-based learning for special education students?
Findings
The use of computers in learning started during the modernization of technology. According to Grudin (2017), the first commercial use of computers and the Internet can be traced to 1993, when the National Science Foundation (NSF) stopped regulating commercial Internet. Apple Computer released the first personal digital assistants, and by 2009, about 97% of the classrooms had implemented computers with internet access (Saini & Goel, 2019). Most special educators took various steps to use computers to conduct teaching and learning activities at all levels of education. The results of Aşıksoy (2019) support the findings of this study, as it describes the impact of technology in the context of special education. The existing study supported the student’s learning by guiding them with numerous prospects. Cheng and Lai (2020) agree with the need to incorporate computer-based learning for special education learners as it claims that the learning motivates learners, thus increasing their self-confidence and active learning. Thus, schools with special education programs and special education schools started to use technology. Additionally, Byun and Joung (2018) observed the progress made in academic skills by special needs students after integrating technology into the classroom. The study noted that learners gained mathematical, comprehension, reading, writing and language skills through computer-based learning and the instructional materials the teachers develop. The teacher’s perspective in Byun and Joung (2018) demonstrated that computer-based learning aids students with visual and hearing impairments. Technology aids these learners in being creative and innovative in their learning. Therefore, the studies reviewed show that computer technology has aided in overcoming the limitations which hinder motivation from talking, blindness, hearing disabilities and other physical disabilities.
Computer-based Instruction
The existing study found that to create effective learning activities in special education; educators need to establish an inclusive environment that allows children with disabilities to learn and play alongside others; technology is required. It depicted that computer-based instruction fosters inclusion for special learners in the regular school setting. Pellecchia et al. (2020) back up the current study’s findings by stating that computer-based learning supports the individualized abilities of a learner in the intellectual environment by improving the disability level. Besides, Cheng and Lai (2020) note that computer-based learning prepares special education students with the needed skills and abilities to make them wage-earners and productive members of society. In essence, Pellecchia et al. (2020) state that technology can expand the availability of educational resources and improve the special needs students’ capacity to remember the key concepts or information learned. Interactive technologies in the learning environment encouraged conceptual understanding among the learners as the visual representation increased mathematical and critical thinking skills. The current study found that integrating technology in a classroom with learners with disabilities facilitates inclusion and integration and increases the reception of an instruction to learners with special needs.
Benefits and Challenges of Computer-Based Instruction to Learners with Disabilities
The findings of this study show that special technology incorporation in classroom settings encourages independence among learners with special needs. Thus, it reduces the need for direct engagement of the teachers with these students. Also, Pellecchia et al. (2020) note that computer-based learning allows students to choose the speed of learning that is convenient with regard to their learning needs. In addition, the study confirmed that incorporating technology in a classroom with special needs students enhances the learning process by lessening the anxiety levels among learners with special needs in regular classrooms. Furthermore, Cheng and Lai (2020) agree with the current study’s findings by noting that adopting technologies in special education encourages the simplification of communication for such students. Consequently, Grudin (2017) claims that the advancements in computer technology have led to the development of assistive tools that aid learners with no or poor speech to overcome possible communication issues. Therefore, computer-based learning increases the engagement of learners with special needs in the classroom by equipping them with the needed skills to interact with their surroundings.
However, a key challenge connected to computer-aided instruction with regard to the findings of this study is the need for teaching resources for learners with special needs. The study found that the learning process of students with disabilities cannot be compared to those of “normal” learners. So, these learners’ choices of learning resources must align with their individualized needs. Aşıksoy (2019) supports the findings of this study by confirming that a shortage of teaching resources for special needs learners can affect the quality of instruction delivered. Moreover, Byun and Joung. (2018) affirms that the lack of necessary training for special educators affects the ability to access and implement assistive technology in the classroom. The finding is connected to the fact that most teachers lack the skills and knowledge to use technology without a problem. Thus, it is evident from the current study’s findings that computer-based learning necessitates a lot of effort to enhance its proper use.
Methods to Enhance Computer-Based Instruction
This study found that scaffolding and small group discussions are some methods used to teach computer-based instruction. Scaffolding is a learner-centered instruction focusing on improving problem-solving and content knowledge skills (Muñoz et al., 2022). The approach allows learners with special needs to engage in the learning process in mainstream education settings by solving complex problems and partaking in decision-making. Also, research on computer skill training found that behavioral modeling improves computer self-efficacy more than lectures (Cheng &Lai, 2020). Scaffolding can aid pre-service teachers in applying technology for teaching and learning. Moreover, Guile (2019) argues that Vygotsky’s sociocultural theory conceived that there is a gap between developed and undeveloped abilities which impacts skills development. The theory considered learning a way to promote internal developmental processes. As a result, the overreaching objective of scaffolding is to encourage reciprocal teaching to aid in the transference of responsibility for learning to the learners. In this regard, scaffolding enables the teacher to support learners with disabilities throughout the learning process. The other method of delivering computer-based instruction is through small group discussions. According to Muñoz et al. (2022), small groups encourage cooperative learning in regular classroom settings. As a result, learners with special needs can participate with peers in the learning process.
Nonetheless, scaffolding has received the greatest support from existing literature on its effectiveness in delivering computer-based instruction as it equips learners with the necessary skills to identify knowledge gaps. Muñoz et al.(2022) argue that scaffolding encourages learners to gain diverse skills in counting, critical thinking, collaborative learning, and problem-solving. Besides, Muñoz et al. (2022) argue that learning occurs when previous knowledge is applied and engaged in the context of the task. Thus, it has been used to make tasks for special needs learners accessible and manageable.
Implementation of the Method in Classroom
Teachers can implement the scaffolding teaching method in the classroom by integrating scaffolded instruction into the lesson plans. According to Muñoz et al. (2022), scaffolding is useful as it encourages learners to acquire new information effectively. In such settings, the educator becomes the facilitator who ensures that the learning needs of special needs students are met. In addition, the teacher can implement the scaffolding method through collaboration with other educators. According to Cheng and Lai (2020), collaboration and mutual exchange of ideas in developing computer-based lessons motivate teachers to support the innovation processes with novel technologies. Besides, Cheng and Lai (2020) argue that computer-based instruction encourages using the cooperative learning approach. It uses team-assisted individualization as the learners are put into small teams of learners with different abilities. In essence, Smagorinsky (2018) performed the earliest study on scaffolding in children between 3-5 years and found that scaffolding can be applied in the complicated learning process and proximal development for learners. The learners are impacted by past experiences and the environment they are exposed to. In this regard, the current study findings demonstrate a need for a teacher to give feedback to the learners and connect past knowledge with existing one to promote a positive learning experience.
Discussion/ Biblical Worldview
The Bible supports inclusion, implying that its teachings align with computer-based instruction for learners with special needs. Mark 16:15 reads, “Go into the world and preach the Gospel for every creature” (English Standard Version Bible, 2001). The verse proves that the Bible advocates for including all learners, regardless of their abilities. Thus, teaching students with special needs is driven by the need to foster change among learners and educators. According to Dustman (2018), a Christian worldview regards the disabilities and abilities of every person as a segment of God’s creation. In addition, the Bible demonstrates that technology needs to be used for the glory of God to prevent the destruction of his creation. Technology magnifies the voice of God and the gospel if it is used in the right manner. Computer–technology resources are aligned with the learners’ individual needs, enabling them to gain confidence in their skills and knowledge (Cheng & Lai, 2020). In addition, the current study found that computer-based instruction allows learners to correct their mistakes, improving their self-esteem.
Conclusion
Computer-assisted learning offers numerous prospects for learners with special needs. It improves their capacity to engage in social life and learning activities in regular classrooms. Further, computer-based instruction programs support communication, reading and writing, mathematics, and other life skills, such as self-care for special students. Thus, computer-based learning has positive outcomes for special learners. Consequently, it is important to give special education professionals additional training regarding ways to incorporate computers into special education teaching and learning practices to enable them to be more competent in the delivery of instruction. This would ensure that computer-based instruction increases performance, confidence, and attitudes for learners with special needs. Also, the findings of this study confirm that computer-based learning heartens special education learners to participate in mainstream classrooms without a challenge.
Ordinarily, computers give learners with special needs a chance to engage cooperatively and contribute in the regular classroom with regard to their level of competence. They are used as simulations to aid learners in understanding abstract concepts in certain content areas. Moreover, special education teachers can integrate independent learning through computer technology to allow learners with special needs to make behavioral adjustments. The most effective method in the implementation of computer-based instruction is scaffolding. It enables learners to acquire a wide range of skills as they are actively involved in the classroom. Also, computer-based instruction encourages collaboration and communication in the class. It allows learners with special needs to participate in teaching and learning processes. Moreover, it encourages teachers to collaborate to create lessons incorporating technology and addressing students’ needs. There is a need for additional research to assess how best to prepare special education teachers to enhance the effectiveness of computer-based learning for students with special needs.
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