The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Петретто, Донателла Рита; Carta, Stefano Mariano; Cataudella, Stefania; Masala, Ilaria; Mascia, Maria Lidia; Penna, Maria Pietronilla; Piras, Paola; Pistis, Ilenia; Masala, Carmelo

doi:10.2174/1745017902117010092

Cited by 53 publications

(44 citation statements)

References 58 publications

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“…It is worth mentioning, however, that distance learning (and information and communication technology, in general) may benefit students with learning disabilities, providing them an environment where they can gain motivation, engagement, and interest, and which benefits their attention and the cooperation between students [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review

et al. 2021

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As a result of COVID-19 restrictions, conventional ways of schooling were not possible, and in order to continue the educational process new digital resources, such as online learning platforms, were imposed. Although virtual courses provided high-quality educational material, the efficiency in children’s and adolescents’ academic performance in general is yet to be known. The purpose of this systematic review is to examine whether the academic performance of school-aged students was impacted or not through online learning and modified educational methods during the ongoing COVID-19 pandemic. According to the studies, either students suffered from learning losses comparing to pre-pandemic years or, in some cases, they benefited from online learning, especially in mathematics. Younger students and students with neurodevelopmental disorders or special education needs seemed to suffer more. Parents/caregivers reported that their children’s performance deteriorated, while others thought that online learning was beneficial. Teachers also reported that students presented academic gaps and difficulties in mathematics and reading compared to typical years. Consequently, the new ways of schooling imposed by the restrictions have not been fully tested and the impact cannot be described thoroughly. The investment in technological equipment in schools for the majority of students, along with the training of teachers in digital competence, should be a priority.

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Section: Discussionmentioning

confidence: 99%

School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review

et al. 2021

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“…When conducting the study, we found no standardized e-learning templates for SWD, except a few e-learning templates and quite a few recommendations [9,30,51]. However, it is very important to adhere to the provisions of the ETSI standard when creating e-learning materials and to consider that a multidisciplinary approach is then needed in designing, developing, and providing learning environments, learning materials and in the use of tools and devices if the aim is to consider all specific requirements in SWD e-learning [5].…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, when students with disabilities (SWD) are in question, they are increasingly reporting on specific learning disabilities [4]. Over 10% of students have reported at least one special educational need (SEN), and over 5% have learning disabilities/disorders (LDs) (an overarching group of neurodevelopmental disorders that affect the development of primary and/or secondary academic abilities) [5]. also whether there is an effective standardized e-learning course template for SWD.…”

Section: Introductionmentioning

confidence: 99%

“…In their systematic review of papers dealing with the impact of AT on educational and psychosocial outcomes for SWD in higher education, McNicholl et al [8] found only one article dealing with autism and three with hearing impairments. A few studies have examined some dimensions of e-learning, for instance, learning mathematics [24] and distance learning during COVID-19 [5,15,25]. Likewise, Debevc [26] addressed the needs of students with hearing loss where the graphical image of the user interface for a website was developed.…”

Section: Introductionmentioning

confidence: 99%

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Improving Accessibility of e-Learning Templates for Students with Disabilities

Čakš¹,

Ferk²,

Debevc³

et al. 2022

New Updates in E-Learning

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Because of the effective development of contemporary technologies, also during the recent COVID-19 pandemic, students with disabilities have been increasingly integrated into the society, work, and academic environment. Accordingly, the question of how to provide accessible graphical design of e-learning materials for various categories of students with disabilities and how to comply with international accessibility standards is becoming more and more prominent. The purpose of the study was to propose recommendations for the design of e-learning materials to achieve the preparation of effective study materials for students with hearing and visual loss, as well as autism spectrum disorders. According to their needs and requirements, recommendations for the graphic design of accessible e-learning materials have been designed, developed, implemented, and evaluated. The findings revealed a higher level of acceptance of adapted material for all experimental groups and can be helpful for teachers and other professionals educating students with disabilities.

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“…However, despite a considerable amount of research in the digital healthcare field dealing with students' education as well as with health preventive strategies, high-quality evidence on e-learning for professionals remains scarce [22,[35][36][37]. Therefore, further research is needed especially considering training for professionals-and more specifically for professionals working with children.…”

Section: Recommendations From the Erica Novel E-learning Frameworkmentioning

confidence: 99%

Professionals’ Digital Training for Child Maltreatment Prevention in the COVID-19 Era: A Pan-European Model

Crocamo

Bachi

Cioni

et al. 2022

IJERPH

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The responsiveness of professionals working with children and families is of key importance for child maltreatment early identification. However, this might be undermined when multifaceted circumstances, such as the COVID-19 pandemic, reduce interdisciplinary educational activities. Thanks to technological developments, digital platforms seem promising in dealing with new challenges for professionals’ training. We examined a digital approach to child maltreatment training through the ERICA project experience (Stopping Child Maltreatment through Pan-European Multiprofessional Training Programme). ERICA has been piloted during the pandemic in seven European centers involving interconnected sectors of professionals working with children and families. The training consisted of interactive modules embedded in a digital learning framework. Different aspects (technology, interaction, and organization) were evaluated and trainers’ feedback on digital features was sought. Technical issues were the main barrier, however, these did not significantly disrupt the training. The trainers perceived reduced interaction between participants, although distinct factors were uncovered as potential favorable mediators. Based on participants’ subjective experiences and perspectives, digital learning frameworks for professionals working with children and families (such as the ERICA model nested in its indispensable adaptation to an e-learning mode) can represent a novel interactive approach to empower trainers and trainees to tackle child maltreatment during critical times such as a pandemic, and as an alternative to more traditional learning frameworks.

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The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

Cited by 53 publications

References 58 publications

School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review

School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review

Improving Accessibility of e-Learning Templates for Students with Disabilities

Professionals’ Digital Training for Child Maltreatment Prevention in the COVID-19 Era: A Pan-European Model

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