MANAGING DIGITAL LEARNING ENVIRONMENT FOR STUDENTS WITH SPECIAL NEEDS IN PUBLIC SCHOOLS IN RIVERS STATE NIGERIA

Abstract

This paper investigated managing the digital learning environment for students with special needs in public schools in Rivers State, Nigeria. Students with special needs typically include individuals with physical disabilities such as mobility impairments or sensory impairments like blindness or deafness. Additionally, there are those with learning special needs, such as dyslexia or dyscalculia, which impact their ability to acquire, process, or express information effectively. School administrators must embrace a holistic approach to managing the digital learning environment for students with special needs by integrating these innovative strategies: universal design for learning (UDL), leveraging accessible technology and tools, individualised learning plans (ILPs), professional development of teachers, engaging parents and caregivers, and adopting culturally responsive practices. The researchers identified various policy frameworks for managing digital learning environments for students with special needs in secondary schools that will ensure that these environments are inclusive, accessible, and effective in meeting the diverse needs of all students. The study concluded that managing digital learning environments for students with special needs in Rivers State's public schools is both important and challenging. These digital tools can greatly help students with special needs by offering personalised and flexible learning options. However, there are many obstacles to overcome, such as a lack of proper equipment, limited internet access, and not enough trained teachers. The paper suggested, among others, that the government should ensure the availability of a range of assistive technologies and digital learning tools that cater to various disabilities.