A Study on the Effects of Information and Communication Technology among Special Educators in Tamil Nadu, South India

Abstract

Special education in India has gained traction in the twenty-first century with several innovations and curricular enrichments. The current research paper aims to link the usage of Information and Communication Technology proposed with special schools of South Tamil Nadu, India. Special-Needs Children’s Participation Learning design is a challenge and a task to explore new avenues to help exceptional children develop their learning skills as a result of demands for ICT applications from youngsters. Researchers have used a mixed research methodology. An online survey was used to send a questionnaire, followed by interviews with the heads/senior executives of Special Educational Institutes. The interviews aimed to look into and analyse sixty different areas of ICT-based curriculum design and implementation among special educators. The sample respondent size was 102 teachers. It was computed and analyzed to interpret the outcomes. The use of correlation analysis revealed the strong and weak relationships between individual aspects; examining the aspects through factor analysis provided a new orientation to special teachers and unique educators grouped under cluster review, revealing their propinquities and similarities; and examining the aspects through factor analysis provided a new orientation to special teachers and unique educators grouped under cluster review, revealing their propinquities and similarities. The findings show that special educators’ use of ICT applications has a two-fold impact on learning design: teachers with good ICT skills perform better, whereas instructors with inadequate ICT skills perform worse. One alternative suggested in the research is to develop greater ICT skills and experience to empower special-needs children through learning-teaching design systems.

Keywords: Information, Communication, Technology, Special Education

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