The current study aims to reveal the attitudes of teachers of students with learning disabilities towards educating their students online and the future prospects related to that. The sample was consisted of (193). The study tool was a scale prepared by the researchers. the frequencies, percentages, arithmetic averages, standard deviations, and ranks were calculated. The results showed There are no statistically significant differences at the level (0.05) or less in the attitudes of the sample according to the difference in the gender variable, the difference in the number of experience years variable, and the difference in the scientific qualification variable. The results show that the teachers face difficulty in teaching and assessing the skill of writing and spelling, using sensory teaching methods, and maintaining students' attention. Also, developmental suggestions show the importance of providing blended education, providing students with a bag of educational aids to be used in sensory instructions, and providing parents with detailed guidance on the mechanisms for supporting their children.
Alkarry, I., & Alnaim, F. (2021). Future prospects of teaching students with learning disabilities online: Teachers' attitudes during COVID-19 Pandemic. Journal of Research in Education and Psychology, 36(2), 355-384. doi: 10.21608/mathj.2021.66512.1088
MLA
Ibrahim Alkarry; Fahad Alnaim. "Future prospects of teaching students with learning disabilities online: Teachers' attitudes during COVID-19 Pandemic", Journal of Research in Education and Psychology, 36, 2, 2021, 355-384. doi: 10.21608/mathj.2021.66512.1088
HARVARD
Alkarry, I., Alnaim, F. (2021). 'Future prospects of teaching students with learning disabilities online: Teachers' attitudes during COVID-19 Pandemic', Journal of Research in Education and Psychology, 36(2), pp. 355-384. doi: 10.21608/mathj.2021.66512.1088
VANCOUVER
Alkarry, I., Alnaim, F. Future prospects of teaching students with learning disabilities online: Teachers' attitudes during COVID-19 Pandemic. Journal of Research in Education and Psychology, 2021; 36(2): 355-384. doi: 10.21608/mathj.2021.66512.1088
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