تحديات ممارسات التعليم عن بعد لذوي صعوبات التعلم و الإجراءات الواجب اعتبارها للحد منها من وجهة نظر المشرفين و المشرفات بمنطقة المدينة المنورة

Abstract EN

The study aimed to reveal the challenges of distance education practices for people with learning disabilities and to arrive at the procedures that should be considered to reduce them from the point of view of the supervisors in the Al-Madinah Al-Munawwarah region, and to reveal the statistically significant differences among the study participants based on the variables (academic qualification, years of experience, education administration, and gender).

to achieve the objectives of the study ; the descriptive approach with its survey method was used.

the research questions were answered using the questionnaire and interview tools.

the questionnaire was applied to the study community, which consisted of 134 male and female teachers.

for getting a simple random sample of 127 teachers (male and female), and the interview was applied to 11 supervisors of learning disabilities, directors of special education departments, and their assistants in the administration of education in the Al-Madinah Al-Munawwarah region and its affiliated governorates, who were selected by intentional sampling method.

the questionnaire results showed that the arithmetic averages of the elements of the axis of the challenges for distance education practices for students with learning disabilities ranged between (4.00 to 4.31), with a standard deviation ranging from (0.72 to 1.10).

the overall average was (4.19), which is at the high level, and it was the highest of the three averages for the following elements : (difficulty in accessing research-based educational practices suitable for students with learning disabilities) with arithmetic mean (4.31), then followed by the element (low level of interaction for people with learning disabilities with different practices in the absence of class interaction) with an average of (4.29), and then the element (insufficient class time in the online platform with practices used for students with learning disabilities) with an average of (4.28) .the results showed that : there were no statistically significant differences between the arithmetic averages based on the educational qualification variable (bachelor, postgraduate studies).

it showed that there were no statistically significant differences between the arithmetic averages based on the variable years of experience.

it also showed that there were no statistically significant differences between the arithmetic averages based on the educational administration variable (Al-Madinah Al-Munawwarah and other governorates.

it showed no statistically significant differences between the arithmetic averages of the "challenges" axis depending on the gender variable (male, female).