أثر استخدام التعلم عن بعد في التعامل مع المشكلات السلوكية للأشخاص ذوي الإعاقات النمائية

Abstract EN

The present study aimed to identify the reality of using distance education with persons with developmental disorders, and to reveal the extent of the effect of the distance education use on the severity of behavioral problems for both persons with autism spectrum disorder and intellectual disability.

The sample of the study consisted of (51) children with developmental disorders, divided into (39) with autism spectrum disorder, (12) with intellectual disability, all of whom were males and females enrolled in special education schools and centers in the State of Kuwait, whose ages ranged between (4-37) years old.

The study used an improvement in behavioral problems Rating Scale of people with developmental disabilities while receiving distance education (the researcher's preparation).

The results of the study indicated that 41% of the sample of people with autism spectrum disorder had received distance education during the Corona pandemic, while 66.7% had received from the sample of persons with intellectual disability.

The results also indicated that there were statistically significant differences in the improvement of behavioral problems between persons with intellectual disability and persons with autism spectrum disorder, and the differences were in favor of persons with intellectual disability.

Finally, the results showed that the most improved manifestations of the autism spectrum disorder group were "excessive movement while performing his school activities" in the hyperactivity subscale, and "his absence from activities that require concentration for a long time" after distraction, and "hitting his classmates." In the aggression subscale, and finally "playing alone" in the withdrawn behavior subscale.

For people with intellectual disabilities, the most improved aspects were “answering questions impulsively and without thinking” about the dimension of hyperactivity, “turning around to prevent a reason” in the dimension of distraction, and “quarrels with colleagues” in the aggression subscale, and finally.

“Playing Alone "in the withdrawal behavior subscale.