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Results show generally positive attitudes toward disability-related rights, while teachers report low self-esteem and call for methods to integrate e-learning for special needs children during lockdowns. Findings also indicate relatively negative perceptions of e-learning platforms in Jordan and highlight the need for policies to train and support teachers using e-learning tools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-attitudes-towards-the-rights-of-students-with-special-education-needs-during-the-covid-19-pandemic/598380/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-attitudes-towards-the-rights-of-students-with-special-education-needs-during-the-covid-19-pandemic/598380.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study aim to evaluate about teachers?","Question",{"text":63,"@type":64},"It evaluates teachers’ attitudes toward the rights of students with special education needs during the Covid-19 pandemic, focusing on self-efficacy and beliefs about e-learning use during lockdowns.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"A quantitative approach was used, and teachers working with special needs children in Amman were interviewed virtually.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings suggest about e-learning and teacher support?",{"text":72,"@type":64},"Teachers show positive perceptions regarding disability-related rights, but report low self-esteem and express a need for integrating e-learning. 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The study focuses on the attitudes of the special education teachers regarding their selfefficacy and beliefs about using e-learning with their students during the Covid-19 lockdowns. It was undertaken using a quantitative research approach by which teachers working with children with special needs in Amman were interviewed virtually. The findings indicate that the teachers have positive attitudes and perceptions regarding the rights of children with disabilities, although they report having low self-esteem. They report the need to find ways of integrating e-learning for special needs children during the lockdowns. The findings indicate that teachers in Jordan have relatively negative perceptions of using e-learning platforms for teaching children with disabilities. There is a need for policies to train and support teachers in these settings to equip them with the skills to work with students with special needs using e-learning tools.  \nKeywords: Covid-19, rights, students with special needs, teachers’attitudes  \n1 Princess Rahma University College, Al Balqa Applied University, Jordan; [msakarneh@gmail.com](msakarneh@gmail.com).  \n144 teachers’ attitudes towards the rights of students with special education ...  \nStališča učiteljev do pravic učencev s posebnimi potrebami med pandemijo covida-19  \nMohammad Sakarneh  \n• Namen raziskave je oceniti odnos učiteljev do pravic učencev s poseb-nimi potrebami med pandemijo covida-19 . Študija se osredinja na stališča pedagogov glede njihove samoučinkovitosti in pogledov o uporabispletnega učenja z njihovimi učenci med zaprtji, povzročenimi zaradi pandemije covida-19 . Pri študiji smo uporabili kvantitativni raziskovalni pristop, pri čemer smo na daljavo intervjuvali učitelje, ki delajo z otrokis posebnimi potrebami, v Amanu. Izsledki nakazujejo, da imajo učitelji pozitiven odnos in predstavo glede pravic otrok s posebnimi potrebami, čeprav poročajo o nizki samopodobi. Poudarjajo potrebo po iskanjunačinov vključevanja spletnega učenja za otroke s posebnimi potrebamimed zaprtji. Ugotovitve kažejo, da imajo jordanski učitelji razmeromanegativne predstave o uporabi platform spletnega učenja pri poučevanju otrok s posebnimi potrebami. Tako nastaja potreba po strategijahusposabljanja in podpore učiteljem v takšnih položajih, da bi se lahkoopremili z veščinami, ki bi jim služile pri delu z učenci s posebnimi potrebami z uporabo orodij spletnega učenja.  \nKljučne besede: covid-19, pravice, učenci s posebnimi potrebami, stališča učiteljev  \nIntroduction  \nSpecial education has received a great deal of attention throughout the world recently with policymakers making efforts to ensure that all individuals are treated equitably. Teachers working with children who have special education needs are required to adapt their teaching practices to ensure that they accommodate all children (Sakarneh & Al-Swelmyeen, 2020) . The need to accommodate the learning needs of all children is a core issue that requires a hands-on approach in handling children with special education needs (Sakarneh, 2020) . Many countries around the world are pursuing inclusive education by which spaces are designed in a manner that enables learning for all students irrespective of their status including the presence of disabilities (Booth & Ainscow, 2016; Sakarneh, 2019) . The attitudes ofthe special education teachers can play a major role in determining how effectively they can respond to the special needs of the students.  \nWith the coming of the Covid-19 pandemic that started spreading in late 2019, there was a significant shift in how things are done, including social relations. One of the main changes that faced the global community was the clo","cbCailjmBY9Ja1CA","https://ap.wps.com/l/cbCailjmBY9Ja1CA","pdf",192687,"English","# Introduction\n## Inclusive education and teacher attitudes\n## Covid-19 school closures and remote learning\n## Theoretical foundations for online learning\n## Emotional support in e-learning","[{\"question\":\"What does the study aim to evaluate about teachers?\",\"answer\":\"It evaluates teachers’ attitudes toward the rights of students with special education needs during the Covid-19 pandemic, focusing on self-efficacy and beliefs about e-learning use during lockdowns.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A quantitative approach was used, and teachers working with special needs children in Amman were interviewed virtually.\"},{\"question\":\"What do the findings suggest about e-learning and teacher support?\",\"answer\":\"Teachers show positive perceptions regarding disability-related rights, but report low self-esteem and express a need for integrating e-learning. The study also indicates relatively negative perceptions of e-learning platforms in Jordan and calls for training and support policies for teachers.\"}]","Teachers’ Attitudes towards the Rights of Students with Special Education Needs During the Covid-19 Pandemic | PDF",1792086826]