Exploring the Distance Learning Experience by Parents and Teachers of Students With Disabilities During Covid-19: A Case Study

Abstract

This study examined the experiences of Palestinian parents (n=105) and teachers (n=99) for students with disabilities by the shift to distance Learning during Covid 19, in focusing on communication, student progress, support services, and stress levels. Participants answered a Likert scale questionnaire and three open questions. Findings revealed no significant differences between parents and teachers related to the examine parameters but it is indicated the gender as a significant factor in stress levels. Males, whether parents or teachers, reported less stress. Mothers expressed the least satisfaction with support services, contrasting with female teachers. This highlights possible disparities for mothers in accessing vital support during remote learning. Distance learning introduces distinct challenges, with both teachers and parents highlighting the need for proficiency in online platforms. Emphasizing tech-savviness is crucial in today's educational setting. Both groups stressed the importance of emotional support, extending this need to everyone involved. The conclusion underscores the importance of joint solutions tailored to the specific requirements of students, parents, and teachers.