Abstract:

The use of digital technologies in learning has become integral in education institutions. Various advantages, opportunities and positive learning outcomes are documented for learners. However, for students with special needs, this integration of digital technologies in teaching and learning could present unique experiences, possibly with contradictions that affect their perceptions and attitudes use. Therefore, this study set out to: examine perceptions and attitudes of students with special needs regarding the use of digital technology in teaching and learning and establish the contradictions in the use of digital technologies for learning. A qualitative approach and a phenomenological research design was adopted. Qualitative data was collected through in-depth and key informant interviews. Findings revealed that students perceived use of technology as useful. While the students acknowledged the benefits of digital technologies in learning, such as enhanced accessibility, flexibility, and engagement, they also identified several challenges, including device incompatibility, limited internet connectivity, inadequate end user training and support. The study concludes that addressing these challenges through proactive measures can popularize and promote use of digital technologies among students with special needs and in turn promote effective use.

Keywords:

Digital Technologies, Special needs, Perceptions, learning, Makerere University.