Blended Learning as an Instructional Method for Children with Intellectual Disabilities in Punjab, Pakistan

Abstract

Numerous innovative teaching and learning techniques, such as e-learning and online learning, have emerged as a result of science and technology's quick development. The digital age, the speedy progression of technology, and other web-based communication technologies have made it possible for educators to create perfect learning environments that might satisfy many students' requirements. Novelty in technology makes it possible for education to extend outside of the classroom and gives students easier access to a variety of educational resources. The study's aim was to explore the use of blended learning instructional methods for children with intellectual disabilities and to what extent teachers of children with intellectual disabilities know about blended learning instructional methods. The population of the study was all teachers of special education working in government and semi-government institutes of Punjab. A Snowball sampling technique was used. A questionnaire was developed as a tool for the study; it had three sections. Constructs were demographics, practices of teachers, and perceptions about blended learning. It was converted into Google Form, shared in the official group of semi-government special schools, and shared with government teachers of special education. The findings of the study were that the teachers had neither used online learning nor were interested in using it as an effective learning strategy for students with special needs. Without training and awareness, teachers were using online mode for that scenario to create some learning opportunities for intellectually delayed students. It was concluded that they were less attentive to the compulsion of interaction during online mode than in face-to-face mode. Different teaching strategies were used. Some teachers thought blended learning was the same as online learning, and teachers were somewhat aware of online modes. Positive feedback on instructional strategies and awareness of blended learning demonstrates that it may be an option for kids with intellectual disabilities.