Dimensions and Components of E-Learning Model in Exceptional Schools of Country

The current research seeks to present the model of electronic learning in exceptional schools of the country. This research was applied in terms of purpose and qualitative-quantitative in terms of methodology. The statistical population included managers of the special education organization and experts of the virtual education base of the special education organization of Tehran province, numbering 1700 people. Data collection was done through a researcher-made questionnaire from among 313 people who were selected by random sampling method. Data collection was done through semi-structured interviews with 15 community members who were selected by purposive sampling. The research data were analyzed based on the qualitative analysis process during open, central and selective triple coding. Data analysis was done through SPSS 16 and Smart PLS software. The results showed that among the 74 identified open codes, ten dimensions of exceptional school preparation, levels of interactions with disabled or handicapped students, teachers' competencies, students' characteristics, e-learning infrastructures, special educational platform for exceptional students, parents' characteristics, The characteristics of school principals, the support of exceptional education and the factors of providing special educational content for disabled and disabled students were categorized. Based on the results of quantitative analysis, the highest priority was related to the dimension of the factors of providing special educational content for disabled and disabled students, and the lowest priority was related to the dimension of e-learning infrastructures, and based on the validation of the model, all dimensions of the model were valid and the model fit well. had.