Students with Special Needs Online Learning Experiences during the COVID-19 Pandemic at the University of Ghana

Autor/inn/en	Aryeh-Adjei, Abigail; Ussher, Yvette A. A.; Kutame, Louis Caleb
Titel	Students with Special Needs Online Learning Experiences during the COVID-19 Pandemic at the University of Ghana
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96 (2023) 2, S.61-69 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2023.2168598
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Special Needs Students; Electronic Learning; Student Experience; Barriers; College Students; Learner Engagement; Inclusion; Student Participation; Ghana + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Studienerfahrung; Collegestudent; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Since the upsurge of online learning in higher educational institutions due to the COVID-19 pandemic, it is imperative to explore students' active involvement, their challenges encountered, and how these challenges were resolved in the online environment. Using semi-structured interviews, we thus explored the online experiences of 17 Students With Special Needs (SWSNs) at the University of Ghana during the Covid-19 pandemic. Findings show that all participants were actively involved in online learning during the pandemic as they participated in scheduled online lectures and were self-directed in their learning. However, there were challenges met that include an uncustomised LMS platform, a struggle to meet online task deadlines and a lack of relevant digital skills. The lecturers' collaboration and negotiation with SWSNs curtailed some of the challenges for the visually impaired as resource persons were asked to convert reading materials into braille for them. In addition, SWSNs had preferential treatment and recognition by lecturers to fully benefit from the online learning environment. The study recommends the provision of well-trained online technical support staff at the university to assist SWSNs and introduce a blended learning model to address these challenges. Such a step will lead to a positive experience of blended learning and inclusive education for all students, consequently, giving rise to a successful online learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01