The challenges of online learning for teachers of children with intellectual disability in the COVID19 pandemic: qualitative method

Abstract

COVID 19 has raised a challenge for the education and learning environment of special children in Saudi Arabia, Northern Region. This paper aims to analyze all the challenges which have a significant impact on the teaching method for children with disability. The research was carried out on a qualitative design. Several stages of the investigation were carried out which included a detailed survey of literature and the special education environment in Saudi Arabia. Interviews were conducted with 15 teachers to learn about online learning and restriction imposed during the global pandemic Sampling was carried out based on age, gender, and years of experience. The result showed that shutdown periods were more challenging for students as special education required a lead towards physical responses and the online mode was not suited in Saudi Arabia. It was found that the education infrastructure of the country also had a weak for educational professionals. The study showed that teacher inputs are essential in special education and online mode of education cannot satisfy the requirement of children with disabilities.