Digital Literacy Integration for Learners with Special Educational Needs

Abstract

The academic and social outcomes of students with special educational needs can be enhanced by strengthening their digital skills, enabling them to participate in society more fully and achieve their goals. This research determined the digital literacy integration for learners with educational needs at the College of Education Special Program of a prominent state university in Cebu, Philippines. It utilized descriptive-correlational research design to answer the quantitative data from a statistical sample using the survey questionnaire as its main instrument. Frequency, weighted mean, and Pearson’s r were used to infer the data. Findings revealed a consistently high perceived value: digital applications contribute to a Maximum Extent, and the resulting digital literacy is rated as Highly Beneficial—particularly in accommodating needs and increasing student engagement. Despite this strong positive outlook, technological issues were Often encountered, with the lack of school equipment and student inexperience being the most pressing barriers. The correlation analysis indicated no significant linear relationship between the perceived contribution of applications and the degree of benefits, nor between the benefits and the encountered issues. This suggests that the high perceived value of digital literacy exists independently of implementation challenges and resource availability. The study concludes that digital literacy integration is highly beneficial, but its potential is currently constrained by infrastructural gaps. Future research should focus on mediating factors, resource deficits' impact, and developing standardized assessment frameworks for LSEN digital literacy.