Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs

Document Type : Original Article

Authors

1 Assistant professor/ Educational psychology /Curricula and Instruction Department /Education science faculty/ Jerash University

2 Association Professor/ Educational psychology Department/Princess Alia University Collage/Al-Balqa Applied University Jordan,

3 association professor/ Education science Department/Princess Alia University collage/ Al-Balqa Applied University, Jordan

4 Assistant professor / Education science Department/ Princess Alia University collage/ Al-Balqa Applied University

Abstract

This study examined the Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs.The descriptive approach was used, and to achieve the objective of the study, a questionnaire was prepared and distributed to the study population in a random way. The study sample reached (377) teachers from public schools in Jordan. The results showed that the teachers' perceptions of the obstacles of virtual classrooms were moderate. The average of the teacher’s obstacles domain was (3.45), the students’ handicap domain was (3.50), the administrative handicap domain was (3.50), and the technical handicap domain was (3.46). To make it more interactive to achieve the desired goals, as students with disabilities need different education methods commensurate with their needs and abilities.

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