The Role of Accessible Instructional Materials and Teachers’ Digital Literacy in Promoting Learning Participation among Students with Special Needs in Indonesia

Abstract

This study examines the role of accessible instructional materials and teachers’ digital literacy in enhancing the learning participation of students with special needs in Indonesia. A quantitative explanatory research design was employed involving 135 teachers and educators who had direct experience teaching students with special needs in inclusive and special education settings. Data were collected using a structured questionnaire measured on a five-point Likert scale and analyzed using SPSS version 25. The analysis included descriptive statistics, validity and reliability testing, classical assumption testing, Pearson correlation, and multiple linear regression. The results showed that accessible instructional materials had a positive and significant effect on learning participation. Teachers’ digital literacy also demonstrated a positive and significant effect and emerged as the stronger predictor. Simultaneously, both variables significantly explained learning participation, with F(2,132) = 83.051, p < 0.001, and R² = 0.557. Thus, 55.7% of the variation in learning participation was explained by instructional-material accessibility and teachers’ digital literacy. The findings emphasize that inclusive education requires not only accessible learning resources but also teachers who possess the digital competencies necessary to adapt, integrate, and utilize technology according to diverse learner needs. Strengthening both dimensions can contribute to more equitable and participatory learning environments for students with special needs in Indonesia.