ABSTRACT

Purpose The spread of pandemic COVID-19 and social distancing has affected student's educational system with disabilities, prompting moving to online learning. As in traditional learning platforms, students with disabilities may have additional educational needs, especially with sudden and unexpected movement to online platforms. This study aimed to determine whether special education teachers were ready for in-class learning post-COVID-19. Specifically, it investigated the impact of the pandemic on the quality of education, teachers’ quality of life, participation in planning the process of in-class teaching, teachers' concern regarding their students' needs, and teachers' readiness for in-class education. Methodology: Data were collected using an online questionnaire distributed to a sample of special education teachers across Saudi Arabia (N = 107). Responses were analyzed using descriptive statistics and multiple linear regression to predict the teachers' readiness for in-class education.

Findings: It was found that teachers' concerns regarding their students' needs and teachers' participation in planning the process of in-class teaching may predict teachers' readiness levels. Results also suggested that these special education teachers believed themselves ready to return to teaching in the classroom. Implication to Research and Practice: On this basis, in-class teaching can be considered a suitable learning environment for students with special needs. Some fruitful suggestions are presented for educational development during the post-pandemic transition to in-class learning.