معوقات استخدام التعليم الهجين في مدارس التربية الخاصة بالمرحلة الإبتدائية من وجهة نظر المعلمين
The research aims to detection of obstacles that limit the use hybrid learning in special education schools at the primary stage from the point of view of teachers and propose some recommendations that may contribute to the activation of the use of hybrid learning in special education schools at the primary stage. The researcher used the descriptive approach using the questionnaire to measure the obstacles to the use of hybrid learning and applied to a sample of (33) teacher in special education schools (Hope for the Deaf - An Light for the Blind - Intellectual Education) at the primary stage in Damietta Governorate. The research found that there are obstacles that the hinder the use of hybrid learning in special education schools primary school to a large extent. The obstacles related to infrastructure are ranked first, the obstacles related to curriculum are ranked second, the obstacles related to teachers are ranked third and the obstacles related to students are ranked fourth. The research also reached some proposals that may contribute to activating the use of hybrid learning in special education schools, including: Providing an infrastructure with the highest efficiency of technological techniques as it includes a large number of computers in laboratories connected to the Internet, amending the curriculum to suit the needs of students With this type of learning, teachers are trained on how to use hybrid learning, and students are educated about the concept of hybrid learning and trained on it. (Published Abstract)