This study aimed to evaluate the learning responsiveness of art students with disabilities when using learning technologies such as the web-based Canva platform. This study used mixed methods, with the data collected through questionnaires and observations. The case study on a graphic design course examined the outcomes of using Canva as a technological tool. A total of 15 students with speech disorders from an all-female academic institution in Saudi Arabia participated in the graphic design course in 2022. Data were collected from various sources, including focus groups, observations, and questionnaires. The students’ behaviors during the learning process were observed in terms of their skills in communication, technology, time management, self-direction, and regulation of emotions and behavior. Recommendations for building blended or online classrooms that promote the engagement and interactions of students with disabilities using technology tools were derived accordingly.

In this study, the methods include a literature review and autoethnography. My experience as an assistant professor in teaching several courses that focused on the Art and Design area. I was participating in a module that explores online courses with student's interactions and the development of my activities in the courses. The technology tools that I chose to collaborate in developing the activities of the online course. These tools also served as interactive devices towards collaboration, cooperation, planning, time management, a compilation of resources, and analysis. Based on the literature review findings, the researcher engaged in an autoethnographic exploration of individual and collaborative experiences to identify recommendations for online design and teaching in online courses.