Empowering Learning Through Innovation: Schema-Based Instruction, Video Modeling, and Virtual Tools in Special Education
Keywords:
special education, learning disabilities, Deaf and Hard of Hearing (DHH), inclusive educationAbstract
This paper presents a systematic review of contemporary research and policy developments in special education in the United States, with a particular focus on instructional strategies and inclusion. It examines the application of evidence-based practices such as schema-based instruction, video modeling, and the use of virtual manipulatives to support students with learning disabilities. The review also addresses methodological considerations, including the growing use of single-subject design and nonoverlap effect size techniques to assess intervention efficacy. Special attention is given to the educational experiences of Deaf and Hard of Hearing (DHH) students, highlighting persistent challenges related to digital accessibility, language equity, and vocational inclusion. Drawing from a comprehensive range of scholarly sources and official policy documents, the study underscores the transformative impact of educational technologies and evolving legislative frameworks on inclusive education. While notable progress has been made in integrating technological innovations into instructional settings, systemic barriers—particularly for DHH learners—continue to limit full participation. The paper concludes by advocating for large-scale implementation of validated interventions, enhanced educator training, and coherent policy reforms to promote equity and inclusion across all levels of education.
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Copyright (c) 2026 Are-Pee M. Castalone, M.Ed., Babylyn G. Asinas, MAED,MEDSPED,EdD, Jean G. Fuller, Benito D. Vital (Author)
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