COVID-19 and the status of remote learning for students with disabilities in Jordan: the learned lessons

Authors

    eman al-zboon , Kholoud Al-Dababneh

Published:

2022-09-08

DOI:

https://doi.org/10.52291/ijse.2022.37.34

How to Cite

al-zboon, eman, & Al-Dababneh, K. (2022). COVID-19 and the status of remote learning for students with disabilities in Jordan: the learned lessons . International Journal of Special Education (IJSE), 37(1). https://doi.org/10.52291/ijse.2022.37.34

Abstract

The study investigates the effectiveness of, attitudes towards, and teacher’s competences in distance learning for students with disabilities in Jordan during the COVID-19 pandemic. The purposive sampling technique was used in this study, which includes twenty-five special education teachers. Qualitative research data from individual interviews were analysed using thematic analysis. Results revealed that remote learning is a new educational concept associated with negative attitudes in Jordan. The majority of participants think that remote learning is not an effective way of teaching students with disabilities. Data analysis revealed that most special education teachers perceive themselves as holding a low level of competency regarding implemented remote learning in the education of students with disabilities. Several barriers and suggestions are reported. This study documented lessons learned during the pandemic, which could be applied after it has ended. The pandemic has highlighted inequities in technology access and teacher knowledge, and provides the impetus to address such inequities in the future. It is vital to promote the implementation of effective applications of remote learning in related special education contexts. Recommendations and practical and research implications are presented in light of the study results.

Keywords:

COVID-19, remote learning, students with disabilities, online learning

Issue

IJSE Vol 37, No: 1, 2022

Volume 37, Number: 1, Year 2022 of International Journal of Special Education