Contribution of technology enhanced learning to the inclusion of students with special educational needs

Abstract

Students with SEN are usually separated from traditional educational settings; thus, risk of being completely excluded from educational activities due to their physical or mental limitations is increased and access to education can be reduced significantly. Thus, a problem arises that students with SEN have restricted possibilities to participate in study process and to obtain desired qualifications together with non-disabled students; therefore, they may feel excluded from education system. The aim of the research is to evaluate how TEL contributes to reducing exclusion of students with SEN. In order to achieve the aim, qualitative research methodology has been applied. Data has been selected during semi-structured interviews and analyzed by applying a qualitative content analysis. Research participants are graduate students with SEN who are currently engaging themselves in study process fostered by TEL at U.S. universities. The research has provided the following findings: TEL increase accessibility of education by eliminating physical restrictions and ensuring a better fulfillment of individual special educational needs. However, through TEL, students with SEN cannot develop practical skills; result, TEL users have a rather limited choice of their career pathways. Also, the access to education can be easily limited by high tuition costs. The research has not indicated that TEL can ensure inclusion to all students with SEN. Students with SEN (the ones with behavioral or emotional disorder) have explained that they do not seek for any kind of inclusion; as a result, they have opted for TEL. In meantime, students with SEN who have any type of physical impairments have expressed a concern that online learning is missing very important things such as social community and interaction; therefore, they feel isolated and excluded.