**2.2 E-learning for deaf or hard-of-hearing students**

We defined four forms of support upon which an e-learning material could be designed for D/HH students [37, 38]: (1) sign language interpreting, (2) real-time speech-to-text transcription, (3) note taker's notes, and (4) printed or electronic saved copy of the text that was transcribed in the class. Some studies researched learning approaches for D/HH students, for instance, perspectives of AT [39], use of mobile technology, [40] and the use of AT for D/HH [38], where the SWD retained more lecture information with speech-to-text service in comparison to sign language interpreter support or studying note-taker notes or a hard copy of the text after the lecture.

When teaching D/HH students, the use of visual elements is strongly advised [36] as their problems in the learning process are defined by their disability. Therefore, photos, videos, charts, histograms, posters, sketches, etc., can be easily displayed in the e-learning material. Solutions for e-learning of D/HH are listed in **Table 2**.

## **2.3 E-learning for students with Asperger's syndrome**

Children with ASD typically attend a regular school program because most of them do not have cognitive deficits. However, they need adjustment of lessons and help due to their other specific needs. They become very disturbed by noise, classroom, and schedule changes, so it is necessary to remove stimuli from the environment to which they are particularly compassionate, and to avoid surprises and unannounced changes [41]. With the help of e-learning, children with ASD can avoid disturbing stimuli in the classroom and learn at a distance. According to Žagar [41], computer learning is


### **Table 2.**

*Basic e-learning solutions for teaching deaf and hard-of-hearing students through e-learning.*

appropriate for people with ASD and among the advantages are the adjustment of difficulty and speed of progress according to the performance in solving tasks.

People with ASD are not interested in the whole subject matter provided for in the annual curriculum, but only in part. When a lecturer comes up with exactly this material, students with ASD ask a lot, which can be distracting for the rest of the students in the class. Also, time is limited by lecturers as they must stick to the curriculum and do not have time to address their questions fully. In the relevant literature, [42, 43] there is a solution to this problem. It can be solved with an avatar in e-learning material. A person with ASD can ask whatever he is interested in and for how long he wants because, according to the mentioned research, people with ASD sympathize very well and communicate with avatars. Another problem in education, which can be solved with the help of an avatar, is that it is difficult or impossible to predict in advance anything that a person with ASD will show a strong interest in. Therefore, we cannot predict which parts of e-learning materials will be interesting for them and consequently describe them in more detail. Thus, a person with ASD can ask the avatar only what interests him and avoid the learning material that does not interest him.

Based on the literature review and according to the detected barriers in classical teaching of ASD [36], we provide some essential solutions in e-learning as technology may assist these students to grasp the learning topics (**Table 3**).

It is possible to overcome frequent barriers in the classical teaching approach of SWD by using appropriate technology and applying a thoughtful approach tailored by the special needs of each SWD group. The key in the e-learning process is, therefore, the preparation of appropriate e-learning materials. Although e-learning materials are at first glance like printed ones, different solutions are needed in terms of design, development, and implementation procedures.
