2022

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Browsing 2022 by Author "Arslan Akhtar Khan"

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    Perceived effectiveness of parents and teachers about online teaching mode for students with intellectual disability
    (UMT Lahore, 2022) Arslan Akhtar Khan
    The purpose of this study was to evaluate the effectiveness of online education for students with intellectual impairments from the perspectives of parents and instructors. With the COVID-19 outbreak, online education has become the new standard in education, especially special education. However, it is uncertain if this kind of instruction is successful for students with intellectual disabilities, as well as how parents and teachers see it. The study employed a quantitative approach and used convenience sampling to gather data from 400 participants, including parents and teachers of intellectually disabled children. The study included questions about the participants' demographics, experience with online teaching, perceptions of its effectiveness, and the challenges they faced. The sample was based on the teachers and parents of intellectually disabled students at private schools of special education in Lahore, Punjab. This study examined the perceived effectiveness of parents and teachers in utilizing online teaching mode for students with intellectual disabilities. The findings revealed that parents found the online teaching mode to be user-friendly in achieving individualized Education Program (IEP) goals at home. They believed that the online mode facilitated learning and had a positive impact on students' intellectual disabilities, helping them retain attention without diversion. Additionally, parents perceived that online teaching mode effectively developed interest in learning and home-based activities for their children. However, parents faced challenges in arranging supplementary aids, spending additional time on indoor activities, and dealing with financial pressures for internet facilities. On the other hand, teachers recognized the benefits of online education for students with intellectual disabilities, as it allowed them to learn at their own pace. Nevertheless, teachers also found online teaching to be time-consuming and requiring extra effort to effectively educate students with intellectual impairments. Implementation of the online teaching mode was considered challenging, and coordination with families and accessing technical support and resources were identified as difficulties. Despite these challenges, teachers acknowledged the favorable influence of online teaching mode on the learning of students with intellectual disabilities. This study highlights the need for further research to understand the efficacy of online teaching for students with intellectual disabilities. It emphasizes the importance of larger and more diverse samples, objective measures of learning outcomes, and the development of evidence-based guidelines. Government support is necessary to ensure equitable access and provide resources for effective online instruction.