OBSTACLES TO DISTANCE EDUCATION FOR STUDENTS WITH LEARNING DISABILITIES AND WAYS TO FACE THEM: FROM THE POINT OF VIEW OF FEMALE TEACHERS

Abstract

Distance education for students with learning disabilities has been used as an official practice in Saudi Arabia since COVID-19’s outbreak. This study’s aim was to explore the obstacles to DE for these students and ways to face them based on teachers’ opinions. In Saudi Arabia’s Eastern Province, 111 female LDs teachers working in public elementary schools were randomly selected. The researchers collected data using online surveys and analyzed the data with the Statistical Package for Social Sciences software. The teachers rated obstacles to DE related to (1) students with LDs, (2) teachers, and (3) DE system infrastructure. There were no statistically significant differences in the mean scores of the teachers’ views based on educational level or number of DE training courses attended, but there were statistically significant differences between the views of teachers with more than 10 years of experience and those of other teachers. However, there were no statistically significant differences in the average scores of teachers’ views on ways to face DE obstacles associated with any of the studied variables. The teachers provided recommendations to support students with LDs, enhance family engagement in making instructional decisions, and provide DE training to students with LDs and their teachers.