Teachers’ perceptions of the benefits of online instruction for students with special educational needs

This article discusses the perceptions of ‘virtual’ teachers with regard to the benefits of online education for students with special educational needs. Surveys were distributed to teachers from one educational management company about their experiences of teaching in asynchronous (self‐paced) virtual school classrooms. The survey responses revealed the following findings: online education has made it easier for students with limitations to access learning activities; improvements have been made in student academic performance; students have had success with asynchronous (self‐paced) education; student motivation has increased; and more individualised support has been available. Even though these results focused on positive outcomes, some negative perceptions were also recorded. These included discrepancies related to cyber‐bullying in asynchronous learning programmes, matters related to student accommodations, and problems associated with student use of online classroom resources.     

Communicating with parents of children with special needs in Saudi Arabia: parents' and teachers' perceptions of using email for regular and ongoing communication

The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural performance at school of pupils with special needs. Survey research was utilised to measure parents' and teachers' perceptions of using email in Riyadh City in Saudi Arabia. The survey was distributed to 261 participants: 104 parents of preschool or primary school pupils with special needs and 157 special education teachers. The results indicated that in terms of attitudes and beliefs about using email, the majority of parents (78%, n = 81) and teachers (77%, n = 121) had a positive attitude toward using email to increase involvement and engagement between parents and teachers. Although email communication in the USA and Western Europe is quite widespread, the prospect of using technology for parental involvement is a new concept to many Saudi parents. Results indicate that both Saudi and non‐Saudi parents and teachers would be willing to use email as the primary tool for communication between home and school.