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The COVID-19 pandemic has led to the use of online and e-learning in Omani general and higher education institutions. Consequently, the pandemic imposed contemporary technological challenges when considering training programs for Omani teachers. This research seeks to record proactive steps, at the Omani and Arab levels, to examine the effectiveness of online, in-service teacher training programs. In addition, this research seeks to explore the effects of online training modules on teachers' knowledge of Gifted Students with Learning Disabilities (GSLD). In other words, the research aims to examine the effects of a training module on Omani teachers' awareness of GSLD. According to a convenience sampling method, a total of 60 Omani teachers participated in the research. Participants were teachers of students with Learning Disabilities (LD) at the resource room program in the Muscat Governate, in the Sultanate of Oman. They were distributed equally into two groups: control (n=30), and experimental (n=30). Following the development of a Self-Awareness Scale (SAS) and the training program module, the SAS was administered to both groups as a pre-test and a post-test. The teachers in the experimental group received a two-week online training module to improve their awareness of GSLD. Results indicated that there were significant differences in the post-test of the SAS in favor of teachers in the experimental group.

The aim of this descriptive research was to identify the impact of e-learning during the COVID-19 pandemic in teaching daily living skills (DLSs) for children with disabilities (CDs). The sample consisted of 84 CDs enrolled at the Arab Village Center for Special Challenges in Jordan. The DLSs scale developed to assess living skills consisted of 40 items representing three subdomains: personal skills, home activity skills, and environmental-societal skills. Due to the COVID-19 pandemic, the scale, in the form of a questionnaire, was hosted on Google Drive and sent to parents of CDs by WhatsApp. The results indicated that the impact of e-learning in teaching DLSs for CDs was low. Additionally, the results also indicated that there were no significant differences due to gender, age, nationality, and type of disability. Accordingly, as a result of the research, the investigator recommends activating e-learning methods in Jordanian special education institutions and conducting e-learning-based workshops for employees in these institutions. [ABSTRACT FROM AUTHOR]