Learning Management Systems Special Needs Support in K-12 Schools: A Qualitative Phenomenological Study

The purpose of this phenomenological study was to describe the use of learning management systems to improve student learning outcomes for K-12 special education teachers at Aldridge Independent School District in the United States. This study followed Moustakas's (1994) transcendental phenomenological research methodology to describe the lived experiences of special education teachers using learning management systems. Moustakas explores the techniques and principles involved in describing human experiences to uncover their underlying essence and meaning. The central research question aims to explore the lived experiences of special education teachers using learning management systems in K-12 schools within the Aldridge Independent School District in the United States. In the context of special education K-12 stakeholders using learning management systems, phenomenological research design is appropriate. Phenomenological research can inform educational practices, contribute to the design of inclusive learning environments, and drive improvements in LMS accessibility and effectiveness. The data collection methods included individual interviews, focus groups, and observations. The research found that LMS offered potential for individualized support and fostered student independence for special education, but it also presented challenges such as limitations in providing necessary accommodations like oral administration and content language supports. Furthermore, the study highlighted the critical need for teacher expertise and professional development to effectively utilize LMS in special education settings and address cognitive, behavioral, and environmental challenges faced by teachers.