Impact of Online Classes on Students with Learning Disabilities

This study examines the academic, behavioral, and emotional effects of online learning on students with learning disabilities in Grades 1?10. Using a quantitative approach, data were collected from 95 participants through standardized assessment tools and parent/teacher questionnaires. The study considered learning difficulties, academic performance, emotional and behavioral wellbeing, online learning readiness, and the roles of parental and teacher support. Student-reported learning difficulties were significantly associated with teacher observations (χ2(1, N=95) = 20.5, p < .001) and parent observations (χ2(1, N=95) = 21.0, p < .001). Student and parent reports of emotional and behavioral wellbeing were also positively correlated (?(93) = .674, p < .001). The report describes lower academic performance in online settings than in traditional classrooms, alongside challenges with attention, independence, time management, and technology use. Consistent parental and teacher support was associated with fewer learning and emotional challenges. The study concludes that online learning can provide flexibility and accessibility, but many students require structured, individualized support and accessible learning tools. The findings should be interpreted in light of the study?s sample and cross-sectional design.