واقع التعليم عن بعد المقدم للطلبة ذوي إضطرابات طيف التوحد خلال جائحة كورونا من وجهة نظر كل من أولياء أمورهم والمعلمين في محافظة عمان
This study aimed to identify the reality of distance education services provided to students with Autism Spectrum Disorders (ASD) from the point of view of their parents and special education teachers. The researcher followed the descriptive approach for its suitability for this study. To achieve the objectives, a questionnaire was developed consisting of five dimensions: 1) basic information. 2) the degree of application of distance learning. 3) evaluation procedures during distance learning. 4) obstacles to the application of distance learning. 5) and beliefs about the effectiveness of distance learning. The stability and authenticity of the tool were ensured. The study sample consisted of 100 special education teachers who participated in distance education and 100 parents of students with ASD who were exposed to distance learning, selected using the available sample from the study population in Amman Governorate. The results indicated that the reality of the services provided by distance teaching was of a moderate degree from the point of view of both parents and teachers, and there were no statistically significant differences between the parents and teachers regarding the reality of distance learning services. Furthermore, the results revealed the absence of statistically significant differences between the fifth part of the study tool, "beliefs about the effectiveness of distance learning," and the variables: type of device used in distance learning, efficiency of the skills provided distantly, number of sessions given by the synchronous education method, and number of sessions given by the asynchronous education method. However, statistically significant differences were found concerning the kind of platform used in distance learning. In light of these findings, the study strongly recommends providing periodic training on distance learning services to both teachers and parents of ASD students. (Author’s abstract)