Abstract:

Students with special needs often encounter additional obstacles when using e-learning materials that are not specifically tailored for them. This study compares practices in the US and EU regarding the availability of resources and different approaches to provide all students with equal opportunities. Inclusion of students with special needs can be achieved through the use of e-learning materials that are specifically tailored for them. While ICT tools for creating these materials are readily available to teachers, additional education is necessary to familiarize teachers with the tools and help them understand the challenges that students face with standard e-learning materials. The problems are pinpointed in the communication process diagram and various approaches for resolving these issues are explained. E-learning materials are being used more frequently since the COVID-19 pandemic. However, these materials are not always designed with students with special needs in mind. Additional steps need to be taken to ensure that these materials are universally accessible to all students. Teachers need additional skills such as video recording and editing, sound recording and editing, and subtitle creation and modification. Acquiring these skills require additional learning and a willingness to improve already acquired skills.

Keywords:

Students with special needs, ICT, e-learning, communication process.