معوقات تطبيق التعليم عن بُعد مع الطلاب ذوي الإعاقة الفكرية من وجهة نظر معلميهم

Abstract

The Study aimed to identify the obstacles to the application of distance education with students with intellectual disabilities from the prospective of their teachers. Also, Study sought to identify the impact of the educational stage, effect of the number of years of experience and training courses on the teachers' view of the distance education process. The Study sample consisted of (167) teachers of students with intellectual disabilities in the Qassim region. The study adopted the descriptive approach, and the questionnaire was used as a tool for implementing the study. The Study concluded that the responses of teachers of students with intellectual disabilities about the obstacles to the application of distance education were achieved with a very high degree in the dimension of the school environment, and with a very high degree in the dimension of the family environment. As for the academic achievement dimension, it was achieved with a high degree, which means that all teachers of students with intellectual disabilities are aware of the obstacles of distance education. The results of the Study showed that there were no statistically significant differences between the mean scores of the study sample on the obstacles to applying distance education for students with mild intellectual disabilities, due to each of the three variables: educational stage, years of experience, and training courses.