| Autor: |
Al-Sawat, Rehab Maid Mahel, Atta, Hassanein Ali Younis |
| Zdroj: |
Journal of Special Education & Rehabilitation (2314-8608); Sep2023, Vol. 16 Issue 56, Part 1, p218-260, 43p |
| Abstrakt: |
The study aimed to identify the level of female teachers for those with intellectual disability possession of distance education competencies in teaching people with intellectual disabilities in light of the COVID-19. The study adopted the descriptive survey method. The researcher used the questionnaire as a tool for data collection (prepared by the researcher) and it was applied to a sample of (91) female teachers for those with intellectual disabilities in Taif. The results concluded that teachers for those with intellectual disabilities possessed all the competencies of using distance education with a "very high" degree and with an arithmetic mean (4.35 out of 5.00). The level of teachers' possession of the competencies of giving distance lessons came in the first rank with an arithmetic mean of (4.41), while the level of teachers' possession of competencies of preparing distance lessons came in the second rank with an arithmetic mean of (4.39), and the level of teachers' possession of the competencies of using distance education platforms came in the third rank with an arithmetic mean of (4.33), and the level of teachers' possession of the competencies of evaluating students with intellectual disability from a distance came in the fourth and final rank with an arithmetic mean of (4.28). The study also concluded that there were no differences in the response of the teachers for those with intellectual disability on the scale of competencies of using distance education and its dimensions due to the variable of the educational location (inclusion school- Institute of Intellectual Education) and the academic qualification variable (Bachelor- Higher Diploma- Postgraduate). Also, there were no differences in the response of teachers in the two dimensions (competencies of using distance education platforms, competencies of preparing distance lessons) due to the variable of the level of experience (from 1-10 years, more than 10 years). There were statistically significant differences at the significance level (0.05), in the two dimensions (competencies of giving distance lessons, and competencies of evaluating students with intellectual disability from a distance) due to the level of experience variable for the study sample members of teachers with experience (1-10) years. The study recommended the necessity of linking teachers' job performance evaluation by attending training courses in the field of distance education and developing programs for using e-learning in distance education. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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