E-Learning and Disability Mainstreaming

Abstract

The study sought to establish the determinant of disability mainstreaming in e-Learning in Kenya School of Government, Kenya. The independent variables of the study were: Accessibility to Technology, Management Support, Technical Competencies and Mode of Delivery and the dependent variable was Disability Mainstreaming in e-Learning. The study was conducted in the Kenya School of Government. The study employed a Cross-Sectional Descriptive Research Design also known as statistical research and the population was sampled through stratified random sampling. Structured questionnaires and observation schedules were used to collect data. Data gathered was analyzed and presented using descriptive statistics, processed by Microsoft SPSS Version 20.0 and presented using graphs, pie charts, tables and percentages. The study reviewed literature on the dependent and the independent variables of the study Results of this study indicated that Accessibility to Technology, Management Support, Technical Competencies and Mode of Delivery determined Disability Mainstreaming in e-Learning .The need for management support, budgetary allocation and faculty empowerment was found critical and recommended in the study.

E-learning issues and solutions for students with disabilities during COVID-19 pandemic: Al-Zaytoonah University of Jordan case study

“…These are crucial questions since students with impairments are one of the most important groups who require special care in order to learn in regular circumstances. The experience of distant learning or e-learning, of course, adds to the burdens and obstacles that this group faces [3].…”