Inclusive Online Learning for Students with Disabilities in Higher Education: A Needs Assessment

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.