The shift toward virtual learning has reshaped education in significant ways, particularly for students with disabilities who often require tailored supports to access curriculum effectively. Over the past several years, the rapid expansion of online instruction—accelerated by the COVID-19 pandemic—has generated both opportunities and challenges in the field of special education. Scholars have examined how different virtual learning models influence student engagement, accessibility, and academic performance, noting that these outcomes vary depending on the structure of the learning environment and the resources available (Erickson Tomaino et al., 2021; Li et al., 2023; Ruhela, 2023). While digital tools such as recorded lessons, text-to-speech, and online reading programs offer flexibility and independence, persistent barriers such as inequitable access, inconsistent accommodations, and decreased motivation remain (Troxler, 2021; Ziadat, 2021; Asiri, 2021). Because reading achievement is a critical foundation for academic success, understanding how virtual strategies impact literacy outcomes is especially important for students with disabilities. This literature review synthesizes current research on the advantages, barriers, and instructional practices within virtual learning, with particular attention to reading performance and standardized assessments such as the STAAR, to identify gaps and inform the focus of the current study.

References 

Asiri, H. M. Z. (2021). The effectiveness of online education for students with learning disabilities from the point of view of parents in Saudi Arabia. International Journal of Educational Research Review, 6(4), 318–327. https://doi.org/10.24331/ijere.948585 

Bao, X., Kang, Q., & Zhang, L. (2025). Hybrid teaching in resource-constrained environments: Balancing equity and accessibility for students with special needs. Education Sciences, 15(5), 503. https://doi.org/10.3390/educsci15050503 

Center for Inclusive Technology in Education Systems (CITES) at CAST. (n.d.). An overview of virtual learning.https://cites.cast.org/static/cites-virtuallearning-overview-a11y.pdf 

Erickson Tomaino, M., Fisher, K., Griebling, S., & Smith, C. (2021). Experiences of students with severe developmental disabilities in virtual learning environments during COVID-19. Journal of Special Education Technology, 36(3), 158–169. https://doi.org/10.1177/0162643421996043 

Li, Y. F., Zhang, D., Dulas, H. M., & Whirley, M. L. (2023). The impact of COVID-19 and remote learning on education: Perspectives from university students with disabilities. Journal of Disability Policy Studies, 34(1), 1–9. https://doi.org/10.1177/10442073231185264 

Ruhela, V. S. (2023). The impact of remote and blended learning on special education: Recent trends and implications. International Journal of Research in Special Education, 3(2), 29–35. 

Saxe, R. S. (2020). The effects of using an online reading program to improve learning for special education students(Doctoral dissertation, Liberty University). ProQuest Dissertations Publishing. 

Stelitano, L., Ekin, S., & Morando Rhim, L. (2022). How has the pandemic affected students with disabilities? An update on the evidence: Fall 2022. Center for Learner Equity & Center on Reinventing Public Education. https://crpe.org/how-has-the-pandemic-affected-students-with-disabilities-a-review-of-the-evidence-to-date/ 

Troxler, C. (2021). Evaluating the impact of the COVID-19 pandemic on students with disabilities. Journal of Special Education Apprenticeship, 10(1), 1–15. 

Ziadat, A. H. (2021). Online learning effects on students with learning disabilities: Parents’ perspectives. International Journal of Educational Research, 110, 101893. https://doi.org/10.1016/j.ijer.2021.101893