English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

The objective of this study is to investigate the experiences of teachers of students with Intellectual Disabilities (ID) with remote teaching during the COVID-19 pandemic, and to suggest solutions to address challenges. The study used an electronic questionnaire to collect field data from 150 teachers of students with IDs located in various cities of the Kingdom of Saudi Arabia (KSA). The study found that the most significant challenge encountered by teachers was that their students with ID found it challenging to complete online assessments in a specified amount of time and also to communicate with their peers and teachers. The findings of this study highlight the need for teachers to receive support from parents and the Ministry of Education of the KSA to improve the effectiveness of remote teaching for students with intellectual disabilities.

Teachers’ experiences of remote teaching in the COVID-19 pandemic for students with intellectual disabilities in the kingdom of Saudi Arabia