Abstract:
This study examines the ICT literacy of pre-service Special Education prospective teachers
enrolled in the Open and Distance Learning (ODL) mode at Tamil Nadu Open University, India.
A total of 247 out of 370 B.Ed. Special Education trainees participated in the research. Data were
gathered through an online survey and analyzed using descriptive statistical tools such as
percentage analysis, mean, median, standard deviation, and t-test. The results indicate that
approximately half of the participants exhibit an average level of ICT literacy. Interestingly, the
remaining half is equally split between high and low levels of ICT competency. This distribution
highlights a critical gap: nearly one-fourth of the trainees may struggle with basic digital tools and
e-resources, which are essential for effective teaching and learning in inclusive classrooms. Given
the increasing integration of technology in education, especially in special education contexts, these
findings raise important concerns about the readiness of future teachers to leverage ICT in their
professional practice. Teachers with limited ICT skills may find it challenging to plan and deliver
lessons, access digital content, and provide accommodations for diverse learners. To bridge this
gap, it is imperative to implement regular, structured ICT training sessions as part of the ODL
curriculum. Such initiatives would help build essential digital competencies, ensuring that teacher
trainees are better equipped to integrate technology into their teaching and cater to the varied
needs of learners with disabilities. Continuous professional development in ICT can enhance
classroom engagement, improve learning outcomes, and support inclusive education practices.
