Multimedia in Distance Learning for Tertiary Students with Special Needs

Many exciting developments in computer technology offer some potential solutions to the physical needs of students with special needs. Distance learning via computer networks increases learning opportunities because it bypasses the physical difficulties some students may have in navigating around campus and the extra equipment that may need to be separately housed on campus. There is now quite an extensive range of adaptive devices that can be attached to an individual’s computer to compensate for a specific disability. Assuming that these devices are in place, so those students with special needs can physically interface with the computer, we still need to look at their actual learning environment. Typically, students with special needs suffer from lack of motivation and require much more time to complete a task in comparison with regular students. The process of coping with disabilities impacts on general energy levels resulting in early fatigue. To compensate, teaching needs to promote motivation, self-management and accommodate different timing needs. In multimedia programs, a range of prompts in different media such as visual and audio can be provided to motivate and reinforce learning. The student can be provided with options to configure the interface in accordance with their special needs. The timing of the student’s progress through the program can be tracked and adjusted to suit the individual student. This paper addresses the overall learning environment necessary for students having special needs. A general conceptual model is depicted outlining how a multimedia program can be designed for effective teaching and learning of tertiary students with mild learning difficulties.