ABSTRACT

The school closures during the COVID-19 outbreak triggered ashift towards digital learning. Whilst this is amajor challenge for mainstream education, the implementation of digital learning poses an even bigger challenge for special education teachers, as they are confronted with different learning requirements which might hinder digital learning processes. Previous research identified obstacles to digital learning in mainstream education, but conditions of digital learning in special education remain unclear. This article aims to provide insights on conditions of digital learning in special education at teacher-, school-, and student-levels. We examined whether the intention to use digital learning in special education is predicted by (1) teachers’ self-efficacy, attitudes and their perceived usability of digital learning, (2) perceived organisational support and (3) perceived obstacles on student-level. Data of N = 722 special education teachers were collected during the pandemic. Results of mixed models indicate that specific self-efficacy in digital learning and perceived support were the strongest predictors for the intention to use digital learning, while alack of students’ self-regulation and parental support represented major obstacles. The results underline the need for specific training in digital learning for special education teachers, and interventions in digital learning for students with special needs.

抽象的

COVID-19爆发期间的学校关闭引发了向数字学习的转变。尽管这对主流教育而言是最大的挑战，但数字学习的实施对特殊教育教师提出了更大的挑战，因为他们面临着可能阻碍数字学习过程的不同学习要求。先前的研究确定了主流教育中数字学习的障碍，但特殊教育中数字学习的条件仍不清楚。本文旨在提供有关教师，学校和学生级别的特殊教育中数字学习条件的见解。我们研究了在以下方面是否通过以下方式预测了在特殊教育中使用数字学习的意图：（1）教师的自我效能，态度以及他们对数字学习的感知可用性，（2）感知到的组织支持，以及（3）感知到学生层面的障碍。大流行期间收集了N = 722名特殊教育教师的数据。混合模型的结果表明，数字学习中的特定自我效能和感知支持是使用数字学习意图的最强预测因素，而缺乏学生的自我调节和父母支持则是主要障碍。结果强调了对特殊教育老师进行数字学习的专门培训的需要，以及对有特殊需要的学生进行数字学习的干预。混合模型的结果表明，数字学习中的特定自我效能和感知支持是使用数字学习意图的最强预测因素，而缺乏学生的自我调节和父母支持则是主要障碍。结果强调了对特殊教育老师进行数字学习的专门培训的需要，以及对有特殊需要的学生进行数字学习的干预。混合模型的结果表明，数字学习中的特定自我效能和感知支持是使用数字学习意图的最强预测因子，而缺乏学生的自我调节和父母支持则是主要障碍。结果强调了对特殊教育老师进行数字学习的专门培训的需要，以及对有特殊需要的学生进行数字学习的干预。