Digital Training for Special Education Teachers on Early Literacy Intervention: A Systematic Review

Abstract

In today's technology-driven world, education is changing rapidly. This is especially important in special education, where we help students with unique needs. One crucial area is teaching students to early literacy. Teaching students with special needs to this skill can be complex, and teachers need specialized training. However, there are many problems when using traditional ways of training, which may not be flexible or adaptable enough for the digital age. Digital training can better prepare special education teachers, making early literacy support more effective and inclusive. In this paper, the PRISMA approach was applied to find the primary data based on a few keywords, such as "digital professional development (PD), special education teacher, and early literacy intervention." Based on advanced searching on SCOPUS and Web of Science (WoS), (n = 12) were discovered. Expert scholars decided to develop three themes, which are (1) the component of digital PD in special education practices, (2) enhancing early literacy intervention by PD, and (3) the effectiveness of technology on early literacy intervention. In summary, digital training serves as a guide for educators, policymakers, and stakeholders in the field of special education, offering insights into the transformative potential of digital training.