تعليم القرأن الکريم لذوي الاحتياجات الخاصة إلکترونيًا ؛ بين الواقع والمأمول

The present study aimed to identify the nature of e-learning, its characteristics and its most important requirements in order to employ “Quranic education” electronically. It also aimed to reveal the most challenging challenges facing the employment of “Quranic education” electronically for people with intellectual disabilities. The research was based on the descriptive (documentary) approach as a method for study. And it reviewed the relevant researches and studies in order to achieve the objectives of the study, and the study reached several results, the most important of which:
1. E-Learning: is the use of digital or electronic tools by teachers to retrieve digital information or learning materials for online learning activities to effectively apply technology and help students with intellectual disabilities to learn effectively.
2. Intellectual disability: is a general and clear impairment in the intellectual performance that is occurred during childhood. The student is considered to have intellectual disabilities if he scored an IQ less than the common average IQ.
3. E-learning is an absolute necessity for teaching the Holy Quran as: It helps to enhance flexibility, save the time of the educational process, enhance participation for shy or reluctant students to participate realistically, and facilitates the follow-up of the Quran teacher to students and providing them with a feedback.
4. One of the most important requirements for employing “Quranic education” electronically: is to provide technical support, provide the necessary budget, work on the design of the electronic curriculum, and adequate training for teachers.
5. The most challenging challenges facing the employment of “Quranic education” electronically for people with intellectual disabilities are: lack of teachers training to activate the e-learning strategy, lack of material resources and infrastructure necessary to activate e-learning, lack of mental abilities of mentally disabled students.
The researcher recommended several recommendations, the most important of which is: The necessity of wide spreading awareness of the importance of activating e-learning for students with intellectual disabilities, designing electronic curricula that take into account the mental abilities of intellectually disabled students, and providing the material, human and technical resources necessary for the success of e-learning process.