The Challenges of Distance Learning for Students with Intellectual Disabilities from teachers’ Point of View in Day Care Centers in Riyadh

Abstract

This study aimed to identify challenges related to distance education in educational centers for students with intellectual disabilities based on their teachers' perspectives. Further, the study examined the differences in responses attributed to years of experience and the number of workshops related to distance education. The researchers used the descriptive approach using the questionnaire as a data collection tool. Study participants included (184) teachers working in educational centers for students with intellectual disabilities in Riyadh. The results indicated several challenges to the use of distance education for students with intellectual disabilities on two axes: 1) challenges related to students and their families, etc., such as balancing distance education with other responsibilities for the person responsible for following up with the student at home, limited cooperation of some families in meeting distance education requirements, and limited skills in using modern technologies in some families. 2) challenges related to the teacher, such as the difficulty of using sensory activities and attracting and controlling students' behavior. Additionally, the results revealed no statistically significant differences between the response of the sample members to the study variables’ years of experience and the number of workshops in the field of distance education.