Redefining Literacy: The Realities of Digital Literacy for Students with Disabilities in K-12

Abstract

Technology has shaped the definition of literacy from the traditional meaning of having the ability to read and write to being a social practice that enables individuals to learn and interact with the world. With this notion of literacy, technology has become a tool to motivate and engage all learners through broad practices and platforms that could effectively strengthen a student’s learning experience. The shifting from printed content to digital form is a transfer point of the traditional understanding of literacy to a new and modern meaning. This has led to a new term known as digital literacy, whereby perceiving information, gaining knowledge, and expressing understanding for the purposes of learning are delivered through a digital format. Therefore, this study has comprehensively reviewed implementing technology into digital learning for K–12 students with disabilities. Moreover, the study has investigated special and general education teachers (n = 682) through open-ended questions to have a better understanding of the integration of learning and digital literacy. The results of the study have been interpreted to enhance the practice and research of the future of technology through digital literacy.

Keywords: Digital literacy, students with disabilities, K-12, special education, general education, technology