The impact of a number of variables on E-learning provided to students with intellectual disabilities during the COVID-19 pandemic
The current study aimed to identify the impact of gender, qualification, type of school, experience, and training of intellectual education teachers on E learning effectiveness during the COVID-19 pandemic. Descriptive approach was used, and data was collected by an electronic questionnaire. The participants involved (316) male and female teachers. Findings revealed that there were no significant differences between the participants' means based on gender or qualification. In addition, the findings showed significant differences between the means attributed to type of school in favor of private school, significant differences attributed to experience in favor of of (11-15) years and more than (15) years, and significant differences attributed to training in favor of (4-6) courses and more than (6) courses. Based on the current results, development suggestions were presented aimed at enhancing the efficacy of e learning for students with intellectual disability
This study aimed at investigating the conceptions of faculty members of special education specializing in intellectual disabilities in Saudi governmental universities of the chances of students…
The current study aimed to identify the attitudes of parents of students with intellectual disability towards the effectiveness of distance learning provided for their children during COVID-19 in…
The current study aimed to identify the impact of gender, qualification, type of school, experience, and training of intellectual education teachers on E learning effectiveness during the COVID-19…