The Utilization of Virtual Kindergarten Application Among Students with Disabilities: Exploring Accessibility, Barriers; Families’ Perspective

Abstract

The early school closure in response to the COVID-19 pandemic had been a great
challenge for students with disabilities and their families. Many students with
disabilities rely on in-person support and services to access the curriculum. The
transition to online learning presented new challenges for these students. In order
to support students with disabilities during this time, countries such as Saudi
Arabia developed virtual kindergarten applications. The current study aimed to
evaluate the usefulness of the Virtual Kindergarten (V.K.) application designed for
special children in KSA. This study involved semi-structured virtual interviewees
consisting of three main themes, i.e., access to the V.K. application, obstacles to
using V.K., and strategies to increase its usefulness. A comprehensive thematic
analysis was performed to draw valuable insights into the V.K. The results
revealed that 70.6 % watched recorded lessons on other platforms, whereas 35.0 %
attended classes using V.K. with active participation. Concerning obstacles, most
parents had difficulty controlling their kids while taking online lectures on V.K.
All the participants believed that there should be a support system available to the
parents from teachers with the V.K. platform. To conclude, V.K. has the potential
as a tool for communication and collaboration. However, there are some obstacles
to using it effectively. By addressing these issues, V.K. can become an even more
powerful tool for students with disabilities.