تحديات التعليم الإلكتروني والتعلم عن بُعد لدى الطلبة ذوي الإعاقة السمعية وسُبل مواجهتها
نسرين فتحي علي عبد إبراهيم
Nesreen Fathi Ali Abdel Ibrahim
The study aimed to reveal the challenges of e-learning and distance learning among students with hearing disabilities and identify ways to confront them, from the point of view of special education teachers and teachers of inclusive classes at the lower basic stage in schools of education in Palestine. The descriptive analytical method was used. The study population consisted of all teachers of special education and inclusive classes during the academic year (2021-2022 AD). Their number was (230) male and female teachers, and a sample of (70) male and female teachers participated in the study, where they were selected in a stratified random manner, with a percentage of (30.4%) of the study population. To collect the study data, two tools were prepared, the first: preparing a questionnaire that measures the challenges of e-learning and distance learning among students with hearing disabilities and ways to address them. The second: an interview with (20) male and female teachers, and the interview included a set of questions. The results showed that there are no statistically significant differences between the averages of the challenges of e-learning and distance learning among students with hearing disabilities and the ways to confront them due to the variables (gender, place of residence, teacher specialization, and the institution in which you work). All the individuals interviewed emphasized that the biggest challenges facing teachers in managing the educational situation of e-learning for students with hearing disabilities is the inability of the ordinary teacher to communicate information to such students, and they must be placed in specialized schools and qualified teachers for that, and there are other obstacles, including the difficulty Understanding sign language, lack of experience, as well as lack of financial resources. In light of these results, the researcher recommended raising the capabilities of students with hearing disabilities to use programs and applications useful to them in e-learning and distance learning, and the utmost necessity to support the digital transformation of students’ academic curricula, and the establishment of educational social networking sites for these students and their teachers, and the need to provide support for the technological infrastructure. For special education schools and inclusive classes.