The Reality of Digital Accessibility on E-learning Platforms and Environments for Students with Hearing Disabilities, from the Perspective of their Teachers in Public Schools in the Northern West Bank Governorates
DOI:
https://doi.org/10.59759/educational.v4i3.1446Keywords:
Digital Accessibility, E-learning Platforms and Environments, Hearing Disability, Public Schools, Northern West Bank, Teachers’ PerspectivesAbstract
This study aimed to explore the current state of digital accessibility in e-learning platforms and environments for students with hearing disabilities from the perspective of their teachers in upper basic public schools in the northern governorates of the West Bank, in light of the variables of gender, academic qualification, and years of experience. To achieve the study’s objectives, the researcher adopted the descriptive-analytical approach and relied on a questionnaire tool consisting of 30 items. The study population included 788 teachers working in upper basic public schools in the northern West Bank governorates, from which a random sample of 300 teachers was selected. The Statistical Package for the Social Sciences (SPSS) was used to analyze the study’s questions and hypotheses.
The study yielded several findings, the most important of which indicated that the level of digital accessibility in e-learning platforms and environments for students with hearing disabilities, as perceived by their teachers, was moderate. Furthermore, the results showed a statistically significant positive correlation between digital accessibility and the use of e-learning platforms and environments for students with hearing disabilities. Additionally, the findings revealed that there were no statistically significant differences in perceptions of digital accessibility based on gender, academic qualification, or years of experience.
The study concluded with several recommendations, most notably the need to develop an integrated digital infrastructure that supports inclusive e-learning environments tailored to the needs of students with hearing disabilities, including tools such as real-time sign language translation and illustrative visuals.
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