Obstacles to Distance Education for Students with Learning Disabilities and Ways to Face Them: From the Point of View of Female Teachers

Autor/inn/en	Alnaim, Nisrin; Alsarawi, Aeshah
Titel	Obstacles to Distance Education for Students with Learning Disabilities and Ways to Face Them: From the Point of View of Female Teachers
Quelle	In: Turkish Online Journal of Distance Education, 24 (2023) 1, S.200-219, Artikel 12 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alnaim, Nisrin) ORCID (Alsarawi, Aeshah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Distance Education; Barriers; Students with Disabilities; Learning Disabilities; Teacher Attitudes; Females; Women Faculty; Elementary School Students; Elementary School Teachers; Educational Attainment; Teacher Education; Teaching Experience; Student Needs; Family Involvement; Faculty Development; Training; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Lehrerverhalten; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsabschluss; Bildungsgut; Lehrerausbildung; Lehrerbildung; Ausbildung; Saudi-Arabien
Abstract	Distance education for students with learning disabilities (LDs) 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 distance education (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 by sending online surveys via email and analyzed the data with the SPSS program version 24. 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. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01