Teacher Training in Digital Media for Special Education: Developing Skills in Accessibility, Content Creation, and Inclusive Technologies

Abstract

This research aimed to study the incorporation of digital media by teachers in special education, with a focus on accessibility, content creation, and inclusive technologies. Quantitative research design was employed, and the data gathered from 350 special education teachers using a structured questionnaire. The study investigated teacher’s digital competence, training experiences, and variations among demographic groups. Results indicated teachers possessed a moderately positive level of digital media competence, and accessibility skills were their strongest area followed by content creation and use of inclusive technology. Significant differences based on gender, type of institution, formal digital training age qualification, and teaching experience were established, however no significant difference was discovered in areas of specialization. The study discussed that formal training was the most influential factor in enhancing teachers’ digital competence for inclusive education. It was suggested that teacher education programs should offer well-designed accessibility, digital content development, and inclusive technologies training courses to be able to contribute to education of special children participating in digitally supported learning environment.