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Journals / Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi / 2026 / Volume: 16 Issue: 1

Inclusive online learning for students with disabilities in higher education: A needs assessment

Elif Tuğçe Gezer(University of Luxembourg)0000-0001-5158-6919
Hasan Şerif Baltacı(BASKENT UNIVERSITY)0000-0003-3199-7838
Funda Kelahmetoğlu Tunçer(MIDDLE EAST TECHNICAL UNIVERSITY)0000-0001-9578-1855
Derya Sahin Ipek(ELTE Eötvös Loránd University)0009-0005-9929-1884
Begüm Erçakır Kozan(Ministry of National Education, Ankara)0009-0008-1453-5790
Cennet Engin(MIDDLE EAST TECHNICAL UNIVERSITY)0000-0003-1561-5182
Pages
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Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Finally, implications and suggestions regarding higher education policies and professional development of instructors and future research are discussed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The COVID-19 pandemic accelerated the adoption of online education, highlighting its essential role in learning continuity.
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Key Findings & Data:However, insufficient integration of information and communication technology (ICT) skills into pre-service and in-service teacher training programs left many educators underprepared for the transition to online teaching.
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Conclusion & Impact:Finally, implications and suggestions regarding higher education policies and professional development of instructors and future research are discussed.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Inclusive education · Students with disabilities · Higher education

Abstract

The COVID-19 pandemic accelerated the adoption of online education, highlighting its essential role in learning continuity. However, insufficient integration of information and communication technology (ICT) skills into pre-service and in-service teacher training programs left many educators underprepared for the transition to online teaching. This lack of readiness, coupled with insufficient attention to inclusive education, created a snowball effect during the pandemic, affecting overburdened teachers and students with disabilities. To this end, this study aims to better understand the unique needs of preparatory school instructors and inform the development of targeted training programs that will prepare instructors to address the challenges of online instruction with a focus on students with disabilities. Using a qualitative descriptive research design, we conducted individual, in-depth, semi-structured interviews with two key informants and six academics who were instructors at the Foreign Language School of two foundation universities in Ankara. Based on the data collected, we explored the instructors' perceptions and needs utilizing thematic analysis across three main themes: conceptions of inclusive education, identifying students' disability status and needs, and adjustments in teaching and learning. Finally, implications and suggestions regarding higher education policies and professional development of instructors and future research are discussed.

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Cite This Article

Gezer, E. T., Baltacı, H. Ş., Tunçer, F. K., Ipek, D. S., Kozan, B. E., Engin, C. (2026). Inclusive online learning for students with disabilities in higher education: A needs assessment. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, Volume: 16 Issue: 1. https://doi.org/10.31704/ijocis.1672888

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